JLidrml\, 


LIBRARY 


UNIVERSITY  OF  CALIFORNIA. 


Class 


OS 
O 

06 


The  Third  School  Year 

A    Course   of   Study  with    Detailed   Selection 
of    Lesson   Material 

Arranged   by  Months  and   Correlated 

FOR  USE  IN  THE  THIRD  SCHOOL  YEAR 

BY 

ELLEN   REIFF 

Formerly    Training   Teacher   for  Third  Grade 
State  Normal  School,  California,  Pa. 


THEO.  B.  NOSS,  PH.  D. 

Generj 

^     OF  THE 

UNIVERSITY 

OF 

A.  FLANAGAN  COMPANY 
CHICAGO 


Copyright  1906 

BY 

A.  FLANAGAN  COMPANY. 


THE  SCHOOL  YEAR  SERIES 


Prepared  by  the  Training  Teachers  of  the  State  Normal 
School,  California,  Pa. 


The  First  School  Year.     By  Anna  B.  Thomas. 
The  Second  School  Year.     By  Henrietta  M.  Lilley. 
The  Third  School  Year.     By  Ellen  Reiff. 
The  Fourth  School  Year.     By  Anna  Buckbee. 

The  Fifth   School   Year.     By    Herman   T.   Lukens, 
Ph.D. 

The  Sixth   School  Year.     By   Anna   Buckbee.      [In 
preparation.] 

The  Seventh  School  Year.     [In  preparation.] 
The  Eighth  School  Year.     [In  preparation.] 


159433 


PEEFACE  BY  THE  GENERAL  EDITOE 


Ellen  Terry  once  said  to  an  interviewer  that  her  suc- 
cess was  due  to  the  three  Fs — industry,  individuality 
and  imagination. 

The  finest  quality  of  any  very  good  teacher's  work  is 
due  chiefly  to  these  same  three  Fs,  and  especially  to 
the  last  two. 

These  School-Year  books  are  designed  to  encourage 
rather  than  check  the  originality  of  the  teacher  and 
to  promote  the  free  play  of  the  imagination,  without 
which  school  work  must  always  drag  and  seem  dull. 
The  Year  Books  present  a  working  plan  which  not 
only  may  be  modified  by  the  teacher's  own  ideas,  but 
a  plan  which  provides  (what  even  many  good  teachers 
lack)  a  definite  place,  according  to  subject  and  season, 
for  those  ideas.  An  incidental  value  of  the  books, 
therefore,  is  the  plan  or  system  which  they  offer  for  a 
classified  record  of  the  teacher's  own  methods  and 
selections  of  lesson  material. 

In  this  respect,  as  in  some  others,  it  is  believed  that 
the  Year  Books  will  aid  the  teacher  in  finding  the  best 
lesson  material  for  her  pupils,  and  will  also  strengthen 
her  desire  to  find  "the  more  excellent  way"  to  use  it. 

7 


8  PREFACE  BY  THE   GENERAL  EDITOR 

The  work  for  the  third  year  is  here  presented  in  the 
hope  that  the  material  given  and  the  methods  sug- 
gested will  prove  helpful  to  many  teachers. 

Great  care  has  been  taken  by  the  author,,  Miss  Keif?, 
in  the  preparation  of  the  book  for  the  press,  and  to  her 
all  credit  for  this  work  is  due. 

THEO.  B.  Noss. 


PKEFACE  BY  THE  AUTHOK 


It  is  a  recognized  aim  of  educators  to  carry  into  the 
higher  grades  of  school  work  the  same  orderly  system 
and  splendid  unity  which  have  so  long  characterized 
the  kindergarten. 

This  little  book,  therefore,  is  the  outcome  of  an 
effort  so  to  select  and  group  the  various  lines  of  subject 
matter  presented  to  children  that  there  may  be  some 
logical  coherence,  and  that  the  child  may  frequently  be 
called  upon  to  make  use  of  the  knowledge  which  he 
already  has,  calling  forth  those  previously  acquired 
ideas  and  associations  which  are  so  valuable  in  helping 
him  to  understand  the  new  material  which  is  presented. 

In  selecting  this  subject  matter  we  have  been  guided 
by  that  experience  which  has  shown  us  that  the  third 
grade  child  is  active,  energetic,  wide-awake,  and  ready 
to  absorb  and  make  a  part  of  his  life  experience  any- 
thing that  is  well  adapted,  and  for  which  preparation 
has  been  made. 

As  a  central  subject  about  which  to  group  those 
ingredients  which  should  form  the  mental  food  for  the 
child,  we  naturally  select  the  subject  of  geography, 
using  the  term  in  its  broadest,  most  comprehensive 

9 


10  PEEFACE  BY   THE  AUTHOK 

sense,  including  those  sciences  which  are  now  recog- 
nized as  divisions  of  this  one  great  subject.  With 
this  as  our  foundation  we  build  as  does  the  architect, 
not  placing  stone  upon  stone  in  parallel  columns;  but 
we  would  interlace  and  overlap,  refine  and  polish  until 
the  structure  stands  a  unit,  harmonious  and  symmet- 
rical, an  outgrowth  of  that  which  has  been  and  a  prepa- 
ration for  that  which  is  to  come. 

The  dominant  thought  during  the  year  is  that  the 
earth  (more  specifically  the  three  kingdoms)  furnishes 
the  materials  which  supply  the  wants  of  man;  and 
that  on  his  part  energy  and  effort  are  required  to 
adapt  these  products  to  his  different  needs.  While 
much  of  the  subject  matter  grows  out  of  a  considera- 
tion of  this  thought,  no  attempt  has  been  made  to  force 
the  correlation.  During  the  first  months  geography 
and  nature  study  are  almost  inseparable.  Later,  his- 
tory and  geography  are  closely  related,  while  through- 
out the  year 

"History  and  literature  hand  in  hand, 
Loving  sisters  thus  they  stand/' 

As  the  children  of  this  grade  use  no  text-books  but 
those  which  furnish  reading  selections,  the  teacher 
must  in  a  way  be  the  text-book  for  her  pupils.  It  is 
hoped,  therefore,  that  by  giving  in  this  course  of  study 
methods  and  material  which  have  stood  the  test  of 
actual  school-room  work,  the  teacher  will  find  that 


PEEFACE  BY   THE  AUTHOK  11 

which  may  lessen  the  burden  of  selecting  and  adapting 
subject  matter,  and  thus  be  aided  in  her  efforts  to 
contribute  to  that  soul  growth  which  is  the  great 

purpose  of  all  education 

E.  E. 


CONSPECTUS 


CONSPECTUS  OF 


SEPTEMBER 

I.  GEOGRAPHY 

II.NATURE  STUDY 

III.    LITERATURE  AND  HISTORY 

Weather  Observations 
Review  Evaporation 
and  Condensation 
The  Earth  as  a  Whole 
Form,  Size,  Land  and 
Water 
Effects   of   Heat    and 
Dampness  upon  Veg- 
etation. 
Review  Plant  and  Ani- 
mal    Life     in     Hot 
Countries 

The  Sun  and  Moon 
Light  and  Heat 
Autumn  Flowers  — 
Composite  Family 
Special—  Clover,  Daisy 
Insects  -Bee,  Wasp 
General   Health    Les- 
sons 

TheFourSunbeams 
The  New  Moon 
Great,  Wide,  World 
The  Three  Golden 
Apples  —  Haw- 
thorne. 
The  Daisy.—  Clytie 
The    Busy    Bee  — 
Watts 

Sun  Myths,  Apollo  and 
Aurora 
Ancient    Beliefs  Con- 
cerning the  Earth 
Lack    of    Books     and 
Geographical  Knowl- 
edge. 
The  Story  of  the  Book 
The  Printing  Press 
Books,  Newspapers 

OCTOBER 

Field  Work-T  he  Work 
of  Water 
Local   Physical  Feat- 
ures —  Hill,    Valley, 
Brook,  River 
The  Wants  of  Man- 
Food,  Clothing,  Shel- 
ter, etc. 
Special  Study—  Food 
Industrial  —  Agricul- 
ture 
Trip  to  a  Farm 

Autumn       Changes- 
Plant  Life 
Leaves-General  Study 
Special—  EdibleLeaves 
October  Fruits 
ReviewProtection  and 
Scattering  of   Seeds, 
Edible  Seeds 
Food—  Flesh    Making, 
Heat  Giving 

The  Frost-H.Gould 
How  the  Little  Wa- 
ter    Drops     Ran 
Away  FromHome 
The  Brook-Tenny- 
son 
The   King   of     the 
Golden  River.  — 
Ruskin 
Faded    Leaves.— 
Gary 

Discovery  —  Columbus 
Institutional    Life    of 
the  Indians  of  East- 
ern U.  S. 
Emphasize  Food    and 
Shelter 
Settlement—  Stories  of 
Virginia 
John  Smith,  Pocahon- 
tas 
Food  in  Colonial  Days 

NOVEMBER 

Village  of   California, 
(Pa.) 
Occupation    of      the 
People 
HomeExports  andlm- 
ports 
Ideas  ofMassachusetts 
Manufacturing 
Clothing,  Cotton,  Linen 

Review  —  Preparation 
for  Winter  by  Nature, 
Man,  Animals 
Special     Study—  Stor- 
ing Food 
Roots  and  Tubers  as 
Food 
Beets,  Turnips,  Pota- 
toes, etc. 
Physiology—  The  Skin 

November.  —  Alice 
Cary 
Thanksgiving    Po- 
ems.— W^hittier 
A  Song  of  Harvest 
The  Corn  Song 
The  Landing  of  the 
Pilgrims.  —  Mrs. 
Hemans 
The  Mountain  and 
the  Squirrel  —  Em- 
erson 

EarlyHistory  of  Home 
Village 
IndianLifeHere—  First 
Settlers 
Growth  of  the  Town- 
Village   Government 
Settlement.  —  Massa- 
chusetts 
Stories    of   Colonial 
Children-Pratt 
Thanksgiving-  -  Signif- 
icance  and    Observ- 
ance 

DECEMBER 

ReviewPlant  and  Ani- 
mal   Life     in     Cold 
Countries 
"Seven  Little  Sisters" 
and    "Little    Lucy's 
Wonderful  Globe" 
Fuel—  Wood,  Coal 
Mining—  Mines  of  Cali- 
fornia (Pa.) 

Water  Forms—  Snow 
SnowBirds  —  Sparrows 
Trees—  TheE  vergr  eens 
General  Study 
The  Fir  or  Christmas 
Tree 
A  Piece  of  Coal 

The   North    Wind 
and  the  SnowPrin- 
cess.—  Whittier 
Biography    and 
Birth-day  Observ- 
ance 
In  School  Days 
Christmas  Poems 
The  Bird's  Christ- 
mas  Carol.  —  Wig- 
gin 

Ideas  of  theHoly  Land 
Manners    and     Cus- 
toms in  Bible  Lands 
Jerusalem 
Bethlehem 
Christmas  History  and 
Customs 
Bible  Story   of   Child 
Life  of  Christ 
Stories  of   His  Later 
Life  and  Teachings 

JANUARY 

Weather  Observations 
Ideas  of  Other  Lands 
Greece 
Shelter.General  Study 
Our  Common  Build- 
ing Materials,  Trip  to 
a  New  Building 
Building  a  House 

The   Stars,    Principal 
Constellations 
Water  Forms  —  Ice 
Minerals  and  Building 
Stones,    Mica,   Sand- 
stone, Limestone 
Physics  —  Divisibility 
of  Matter 
Physiology-Bones  and 
Joints 

Star    Myths  —  Per- 
seus Pegasus 
The  Legend  of  tha 
Dipper 
What     Broke     the 
China  Pitcher 
Snow     Bound- 
Adapted 
The    Builders- 
Longfellow 
The  Wonderful  Ar- 
tisian—  Greek  Sto- 
ries 

Building  Materials   in 
Other  Lands 
Improvements  in  Our 
Dwellings 
The  Greeks—  Life  De- 
velopment 
Greek  Heroes 
History  of   Greek  Art 
Solomon  and  the  Tem- 
ple-Bible 

THIRD  YEAR  WORK 


IV.    NUMBER 

V.  LANGUAGE 

VI.     THE  AR1S 

NUMBERS    TWENTY-FIVE   TO 
THIRTY. 
Estimate  and    Measure   Dis- 
tances —  inch,  foot,  yard,  as 
units. 
Relation  of  Lines 
DrawParallelogramsto  a  Scale 
Review  Number  Facts  by  use 
Nature  Problems 
Construct  and  Repeat  Tables 
Throughout  Year 

Story  Telling,  Memory  Selec- 
tions (through  year) 
English    Exercises  —  Nature 
Study,  Literature,  etc. 
Review    Technical    Work    of 
Previous  Grade 
Simple  Grammatical  Forms- 
Correct  Use 
Reading  Selections—  See  text 
Phonic  Drill—  Rational  meth- 
od (through  year) 

Music  —  Nature  Songs  —  See  text 
Exercises     in    Major      Scale 
(Year) 
Writing  —  Vertical  Daily  (Year) 
Drawing  —  Brush    in  ink,   Illus- 
trative 
FormStudy-Constructive  Work 
—Text 
Pictures  —  "Apollo  andAurora," 
"The  Gleaners" 

NUMBERS  TO  FORTY 
Develop    New    Numbers    by 
Illustrations 
Measure    Fences,     Buildings, 
Campus  Yard,  rod,  ten-foot 
pole  as  units 
Use  of   Square  Foot,  Square 
Yard 
Relations  of   Measures—  Dry, 
Write  lable 
Concrete  Problems—  Values  of 
Fruits,  Seeds 

Statements-Answers  toBoard 
Questions 
Descriptions—  Fruit,    Leaves 
etc. 
Technical—  Break  Up  Double 
Negatives 
The  Comma-  Words  in  a  Series 
Reading—  "How   the    Leaves 
Came   Down,"    "How    the 
Milk     Weed     Seed      Took 
Wings,"  etc. 

Music  —  Autumn  Songs 
Drawing  —  Free-hand,   Illustra- 
tive 
Brush  andColor  —  Leaves,  Fruits 
Modeling—  Fruits,  Leaves—  Color 
Study 
Constructive  Work  —  Charts 
Pictures-"Grape  Eaters,"  "The 
Fruit  Venders" 

NUMBERS  TO  FIFTY 
Draw  Plan  of  School-room  to 
Scale 
Map  of  the  Town—  California 
Ratios  of  Numbers  —  Parts  to 
Whole 
Count    by    Given    Numbers 
Throughout  the  Year 
PupilsMake  Problems—  Fruits 
Vegetables 
Buy   and  Sell   Clothing   Ma- 
terials 

Reproduction  of   Subjects 
Studied 
Dictation-Verb  Forms-Grow, 
Grows,  etc. 
Correct  Use  of  1  his,  Those,  etc. 
Reading  —  "Story   of  the  Pil- 
grims," "Winter  Quarters," 
"Yearly   Travelers,"    "The 
Flax,"  "The  Flax  Flower." 

Thanksgiving  Songs 
Illustrate    "Story   of   the    Pil- 
grims" 
Draw  Map  of  Home  Village 
Design  for  Prints  —  Paint  Vege- 
tables 
Charts  —  Pictures,    Illustrative 
Language 
Picture  Study  —  Thanksgiving 
Subjects 

NUMBERS  TO  SIXTY 
Rapid  Combination  of  Num- 
bers 
Subtract  by  Given  Numbers 
Comparison  of  Magnitudes- 
Rectangles 
Draw    Oblong    and    Square 
Rectangles  to  a  Scale 
Find  Areas;  State  Ratios 
Concrete    Problems—  Cost    of 
Coal;  of  Transportation 

Descriptive  Work-Evergreens, 
Coal 
Paraphrasing—  Simple  Poems 
Punctuation  —  Quotations 
Reading-'  The  Coal  Forests," 
"Coal  Mining" 
"The  Evergreens" 
"Hiawatha's  Sailing" 
Christmas  Poems  (See  text) 

Music  —  Christmas  Songs 
Drawing  —  Plan  of  Mine,  Tools, 
etc. 
Paintings  —  Evergreens 
Branches,  Cones,  etc. 
Form  Study  —  Type,  the  Cone 
Decorative    and     Constructive 
Work—  Gifts 
Picture  Study  —  Madonnas, 
Selected 

NUMBERS  TO  SEVENTY 
Continue      Separating      and 
Uniting  Numbers 
Measures  of  1  ime-WriteTable 
Excavating,  Cubic  Foot,  Cu- 
bic Yard 
Problems  -Cost    of    Building 
Materials 
Surface     of     Bricks,    Boxes, 
Rooms 
Multiplication  by  TwoFigures 

Description,  Narration—  from 
Subjects  Studied 
Paragraph  as  Unit   of   Com- 
position 
Comma  —  Explanatory  Words 
and  Phrases 
Reading-"The  Snow  Fairies" 
"A  Story  About  Glass" 
How  the  Sand  Became  Sand- 
stone, etc 

Winter    Songs,    Snow     Songs, 
Star  Songs 
DrawHouse  Plan—  Scales,  Cube, 
Prism,    Objects    Resembling 
Types 
Fold  and  Cut  Boxes,  Frames,  etc 
Wall  Paper  Designs  —  Units 
Decoration  —  Greek  Ornament 

I.  GEOGRAPHY 

II.  NATURE  STUDY 

III.  LITERATURE  AND  HISTORY 

Transportation  —  Pri- 
mitive and    Modern 

Animal  Study—  Beasts 
of  Burden.     Special 

Rip  Van  Winkle- 
Irving 

Early  Modes  of  Travel 
and    Transportation 

ft/ 

Modes,  Hudson  Riv- 

Study the  Elephant 

Hurrah  for  the  Flag 

Settlement  —  R  e  v  i  e  w 

«rf* 

er  —  Fulton's  Steam- 

Precious Metals,  Gold, 

Paul  Revere-  Long- 

Life of  Dutch  in  Hol- 

^* 

boat,  Animals  Used 

Silver 

fellow 

land,  Henry  Hudson, 

/^ 

in  Transportation 

Phvsics  —  Ductility; 

Independence  Bell 

Settlement    of   New 

PH 

Wants  of  Man:  Money, 

Malleability 

The'Golden  Touch- 

York  Growth  of  the 

Pi 

Ornaments 

Physiology  —  TheMus- 

Hawthorne 

Colony 

£ 

Washington  City-  Im- 

cles 

Longfellow—  Birth- 

George   Washington- 

aginary  Journey,  the 

day  Observance 

Citizen,  Soldier,  Pres- 

Capitol, WhiteHouse 

ident 

Treasury,     Library, 

Stories  of  the  Revolu- 

Mt. Vernon. 

tion  —  Pratt 

Pennsylvania  Ideas,  Signs  of  Spring  —  Re- 

March—  Lucy  Lar- 

Settlement    of    Penn- 

Position  andExtent,      turn  of  Life 

com 

sy  1  vania,       The 

Physical     Features,  Seeds  —  Germination 
Chief  Industries,  Im-  Tree    Observations  — 

Easter  Poems 
Mother    Earth's 

Quakers,    William 
Penn 

portant    Cities,   Im- 

Growth of  Buds 

First  Child 

Settlement    of   Phila- 

aginary   Trip     to 

Useful  Metals  —  Iron, 

Th  e     Magnet  's 

delphia,  Early    His- 

P-i 

Philadelphia 

Steel,  the  Magnet 

Choice 

tory 

^J 

Manenko—  "SevenLit- 

Imported  Fruits  — 

The  Village  Black- 

Stories    of     Pennsyl- 

5 

tle  Sisters" 

Orange,  Lemon.  Ba 

smith-Longfellow 

vania 

nana 

The  Fiftieth  Birth- 

Physiology —  The  Cir- 

day of   Agassiz— 

culation 

Longfellow 

Gardening,  Farming 

Month    Indications  — 

The   Story    of   the 

Growth  of  Slavery 

Louise,    Child   of   the 

Preparation  of  Soil, 

Seeds-Garden  and 

Abraham  L  i  n  c  o  1  n  — 

Western    Forests  — 

Tree  Observations  — 

Field 

Review   Early   Life, 

S  LS 

Leaves,  Blossoms 

Planting  the  Apple 

Soldier,  Citizen,  Pres- 

>— } 

Forests    Arbor  Day 

Tree  Products  —  Tar. 

Tree    Bryant 

ident. 

5 

Beauty  and  Uses  of 

Turpentine,    India 

Apple-seed   John— 

Secession,   and  War 

A 

our  Forests,    Useful 

Rubber,  etc. 

L  M  Child 

The    Bible    Story     of 

HM 

Trees,    Fruit    Trees, 
Nut     Trees,    Shade 

Spring  Flowers—  Blood 
Root,  Narcissus 

Woodman   Spare 
That  Tree-Morris 

Easter 

Trees 

The    Palm     Tree- 

Whittier 

Weather  Observations 
Continued 

Spring   Life- 
Blooming  Flowers, 

Waiting    for    the 
May—  M  Douglas 

May  Day   Customs  in 
Other   Lands,    Eng- 

Irrigation—Causes and 

Dandelion,  Violet, 

Summer  is  Coming 

land,  Sweden 

Effects 

Returning  Birds 

The  Yellow  Violet, 

Significance   of   Mem- 

Ideas of  Other  Lands 

General  Study 

Robert     of    Lin- 

orial    Day,    Special 

r* 

"Little  Lucy's  Won- 

Special, Oriole,    Swal- 

coln—Bryant 

Observance    of    the 

^J 

derful  Globe"  i 

low 

How     the    Robin 

Day,  Grand  Army 

te^ 

Birds  of  Other  Lands 

Came—  Whittier 

" 

BirdsValued  for  Food, 

Sleep,    Soldier, 

for  Plumage 

Sleep—  Parker 

OurHeroes-Phoebe 

Gary 

IV.  NUMBER 

V.   LANGUAGE 

VI.  THE  ARTS 

NUMBERS  TO   EIGHTY 
Areas  of  Rooms  Continued 
Problems—Painting,    Plaster- 
ing, Furnishing 
Teach  Cubic  Measure 
Measures     of   Weight—  Troy, 
Ratios 
Gold  and  Silver  Coins—  United 
States  Money 
Roman    Numerals—  Distin- 
guish and  Apply 

Dictation  and   Reproduction 
Continued 
Paragraph  Study  Continued 
Possessives.  Name  and  Action 
Words 
Reading  —  Selections    About 
Animals;    Selections     Con- 
cerning Gold 
Stories  of  George  Washington 

National  Songs 
illustrate  "Rip  Van  Winkle" 
ink  Brush  Drawing—  Animals 
Hake  Valentines  and  Envelopes 
Decorate  Book  Covers,  Picture 
Frames 
Pictures—  Chart  —  Washington, 
Longfellow,  etc. 

NUMBERS  TO  NINETY 
Differences  in  Dates 
Problems—  Seeds,      Imported 
Fruits 
Make  Bills,  Addition  of  Higher 
Numbers 
Values  of  Iron  and  Steel 
Notation    of  Numbers—  Hun- 
dreds, Hundredths 
Decimals,  Cubic  Measure        ' 

Description—  Imaginary  Trips 
Oral  and  Written  Impersona- 
tions 
Conventional    Forms—  Letter 
Writing,    Study   of   Abbre- 
viations 
Reading—  Spring—  "The  Lilac 
Twig,"  "Spring  in  theApple 
Tree,"  etc. 

Music—  Spring  Songs 
Study  Type  Form—  TheCylinder 
Draw  Twigs  Showing  Buds 
Model    and     Paint     Imported 
Fruits 
Make   Border   Patterns—  Twigs 
Buds,  Charts 

NUMBERS  TO  ONE  HUNDRED 
Areas—  Garden  Beds,  Walks, 
Number  of  Plants 
Planting    an    Orchard—  Iree 
Products 
ContinueRapid  Combinations 
of  Numbers 
Exercises  in  Operations  Mas- 
tered 
Teach  Short  Division 
Continue  Notation  and  Num- 
eration 

Description  of  Trees 
Impersonations 
Sketches  of  Lincoln 
Notes   of  Invitation,   (Arbor 
Day  Ex.) 
Words  Which  Describe-  Ex- 
panding 
Rhyming,   Capitalization    of 
Poetry 
Reading—  Stories    of     Trees, 
Lincoln 

Easter  Songs,  Arbor  Day  Songs 
Draw  Easter  Emblems 
Mold  Ovoid,  Easter  Emblems 
Illustrate"Woodman  SpareTh/ 
Tree" 
Draw  Plan  of  Garden 
Picture  Study.  Charts 

APPLICATION  OF  PRINCIPLES 
CONSIDERED 
Concrete    Problems—  Use    of 
Familiar  Numbers 
Measure  with  Familiar  Unit? 
Compare  Magnitudes 
Construct  and  Repeat  Tables 
—Complete 
Teach  Simple  Percentage 
Roman  Numbers  to  C 

Reproduction  and  Class  Criti- 
cism 
Dictation     Exercises    C  o  n  - 
tinued 
Application      of      Principles 
Considered 
The  Dash,  Exclamation  Point 
Reading-  -Selections  Concern- 
ing    Birds—  Flowers,    "The 
May    Basket,"    "The     Pea 
Blossom" 

Bird  Songs.  Memorial  Songs 
Illustrate  "The   Sandpiper"  -C 
Thaxter 
Paint  Flowers  —  Dandelion,  Vio- 
let 
Original  Designs—  Floral  Border 
Patterns 
Pictures—  Millet—  "Feeding  Her 
Birds,"  "Feeding  Her  Chick- 
ens," "The  Sower." 

"The  lands  are  lit 

With  all  the  autumn  blaze  of  golden  rod 
And  everywhere  the  purple  asters  nod 
And  bend  and  wave  and  flit." 

I     GEOGKAPHY. 

[NOTE. — The  familiar  phenomena  and  general  earth 
facts  here  presented  are  not  too  difficult  for  third  grade 
pupils.  If  it  is  thought  best,  however,  part  of  this 
work  may  be  deferred  until  the  fourth  year.] 

Throughout  the  previous  years  of  the  child's  school 
life,  through  the  study  of  nature  at  home,  he  has  been 
gradually  led  to  the  beginning  of  geography.  From 
"Seven  Little  Sisters/'  "Robinson  Crusoe/'  etc.,  he  has 
already  acquired  much  knowledge  of  "The  Ball  Itself/' 
and  has  received  ideas  of  many  far-away  peoples  and 
places.  England,  the  early  home  of  the  Pilgrims,  is  to 
him  simply  "across  the  ocean."  With  places  and  region 

19 


20  THE   THIRD    SCHOOL    YEAR 

of  Bible  lands,  too,  he  has  long  become  familiar,  though 
his  impressions  are  somewhat  vague.  It  will  be  the 
purpose  of  the  work  of  this  year: 

1.  By  deductive  and  inductive  study  to  enrich  the 
child's  conception  of  the  earth  as  a  whole. 

2.  To  aid  him  by  inductive  study  to  receive  general 
ideas  of  the  geographical  elements,  as  hill,  river,  etc. 

3.  To  continue  the  study  of  racial  types. 

4.  By  subject  matter  selected  from  the  child's  en- 
vironment, to  show  how  his  wrants  are  supplied. 

5.  To  lead  him  to  see,  also,  that  man  must  work 
for  his  living,  and  is  dependent  upon  his  fellow  man. 

THE  EARTH  AS  A  WHOLE 

The  study  of  the  work  of  heat  will  review  evapori- 
zation  and  condensation. 

The  Earth. 

1.  Form;  size. 

a.  Use  globe  in  teaching  the  spherical  form  of 

the  earth. 

b.  Shape  of  horizon;  apparent  shape  of  the  sky. 

c.  Distances  seen  from  elevations. 

d.  Why  we  know  the  earth  is  spherical. 

2.  Continents  and  oceans;  land  and  water. 

a.  Show  by  the  globe  the  distribution  of  these. 

b.  Locate  our  position  relatively. 

3.  Describe  hot  regions  of  the  equator. 

4.  Eeview  plant  and  animal  life  in  hot  countries — 

readings  from  "Seven  Little  Sisters." 


SEPTEMBER  21 

THE  SUN-LIGHT  AND  HEAT 
Light. 

I.  Sources. 

What  do  children  know  of  sources  of  light? 

1.  Natural  light — sun  light,  moon  light,  star 

light. 

2.  Artificial  light — fire  light,  gas  light,  elec- 

tric light,  candle  light. 
II.  Where  the  sun  seems  to  rise  and  set. 
III.  Comparative  size  of  the  earth  and  sun.     Illustrate 
by  a  circle  one-half  inch  in  diameter  and  one 
fifty-four  inches  in  diameter. 
IV.  The  work  of  the  sun. 

1.  Gives  light  and  heat. 

2.  Makes  plants  grow. 

3.  Causes  winds  to  blow. 

4.  Gives  currents  of  electric  power. 

5.  Has  given  us  coal. 

Heat. 

I.  Sources. 

1.  The  sun. 

2.  Friction — recall  work  of  previous  year — the 

Indians,  Crusoe. 

3.  Chemical    changes — illustrated    by    unslaked 

lime  and  water. 

4.  Combustion — illustrated  by  burning  of  fuel. 
II.  Effects  of  heat, 

1.  Changing  liquids  to  gases. 

2.  Changing  solids  to  liquids. 

3.  Expansion  of  bodies. 

IIL  Effects  of  heat  and  dampness  upon  vegetation. 


22  THE  THIKD  SCHOOL  YEAR 

WEATHER  STUDY 

During  the  year  have  the  children  make  daily 
weather  observations.  Ask  them  to  record  these  ob- 
servations in  note  books  and  at  stated  times  make  sum- 
maries. Ask  suggestive  questions  concerning  various 
water  forms — dew,  fog,  clouds,  etc.  Question  con- 
cerning frost,  snow,  freezing;  direction  of  the  wind; 
thermometer  readings.  Each  month  make  a  black- 
board diagram  to  be  used  as  a  weather  chart. 

II     NATUEE  STUDY 

Eecognizing  the  fact  that  the  child  is  always  inter- 
ested in  everything  which  has  life  and  grows,  and  that 
from  the  actual,  his  own  little  world,  he  has  already 
learned  his  greatest  lessons,  it  will  be  our  effort, 
through  the  study  of  nature,  to  keep  him  in  close  con- 
tact with  the  things  which  are  so  closely  related  to  his 
past  experiences.  Before  this  love  for  nature,  this 
sympathy  with  all  about  him  becomes  educated  out  of 
the  .child,  before  he  comes  to  be  out  of  tune  with  the 
birds,  the  bees,  and  the  flowers,  we  aim  to  cultivate  and 
strengthen  this  interest  by  systematic  study,  giving  him 
facts  which  are  real  and  alive,  and  have  some  reference 
to  his  own  life. 

While  undue  importance  must  not  be  given  to  classi- 
fication and  terminology,  even  in  this  grade  it  is  neces- 
sary that  every  line  of  work  begin  with  some  observa- 
tion and  work  towards  a  generalization.  Agassiz  said : 
"Study  the  fish/'  So  the  child,  instead  of  studying 
about  the  object,  must  in  each  case  see,  handle,  and 
examine  the  thing  for  himself,  this  observation  being 


SEPTEMBER 


23 


directed  by  the  teacher  that  it  may  not  become  chaotic, 
but  may  lead  to  the  discovery  of  a  general  law. 

Of  the  many  advantages  of  this  study,  one  of  the 
greatest,  perhaps,  is  the  habit  of  close  observation 
which  results  from  this  careful  training;  for  to  him 
who  will  investigate  the  earth  yields  up  her  secrets, 
each  rock  giving  its  fragment  of  history  and  every 


DAISIES 

little  flower  telling  him  its  life  story.  Instead  of  the 
sealed  volume,  the  whole  realm  of  nature  becomes  his 
open  book,  and  the  lessons  nature  imparts  will  enrich 
him  with  a  fulness  of  life  unknown  to  one  whose  life 
has  become  warped  by  dry  facts  and  memory  materials. 
The  selection  and  arrangement  of  subject  matter 
adapted  to  this  particular  grade,  and  the  methods  of 


24  THE   THIRD    SCHOOL   YEAR 

instruction,  will  be  considered  during  the  work  out- 
lined for  the  different  months.  From  the  abundance 
of  material  available  at  the  different  seasons  of  the 
year,  choice  has  been  made  of  that  deemed  best  adapted 
to  help  to  a  clear  understanding  of  the  central  thought 
of  the  year's  work  in  geography. 

SEPTEMBER  FLOWERS 

Lead  the  pupils  to  tell  of  the  flowers  studied  in  the 
spring.  Encourage  them  to  talk  freely  about  their 
summer  flower  gardens.  Flowers  now  blooming.  Field 
excursions  to  study  flowers  in  their  natural  environ- 
ment. Ask  the  pupils  to  bring  in  flowers  for  class- 
room work.  Have  them  collect  flowers  belonging  to  the 
sun-flower  family — daisy,  aster,  golden  rod,  etc. 

After  these  specimens  are  pressed  and  mounted,  place 
them  on  a  chart. 

For  special  study  the  clover  has  been  selected.  Use 
other  composite  flowers  for  comparative  study. 

Review  work  of  the  previous  year. 

For  definite  aims  have : 

1.  The  recognition  of  more  varieties. 

2.  The  study  of  the  special  work  of  the  parts  of 

the  plant. 

THE  CLOVER 

The  children  will  have  abundant  opportunity  to  study 
this  bright,  attractive  flower  in  its  environment.  Have 
them  bring  specimens  into  the  class-room  for  investi- 
gation. Lead  the  pupils  to  examine  these  specimens 
and  observe  the  facts  of  form,  color,  etc.  Ask  them  to 


SEPTEMBER  25 

describe  the  flower  as  it  looks  to  them.     How  does  it 
differ  from  others  studied? 

The  clover,  like  the  dandelion,  is  a  composite  flower. 
The  pretty  rose-red  cluster  is  made  up  of  small  tube 
flowers.  Why  are  so  many  of  these  little  flowers  crowded 


STUDYING    THE    CLOVER 

together  in  a  dense  head?  If  each  little  flower  grew 
alone,  would  it  be  very  fragrant?  What  insects  have 
you  seen  visit  it?  Why?  To  what  flower  did  they  go 
next?  How  insects  aid  the  farmers. 

I.  General     appearance  —  where     found  —  blooming 
season. 


26  THE   THIRD    SCHOOL   \EAR 

II.  Parts. 

1.  Eoot — fibrous. 

2.  Stem — length — branching — appearance  inside 

and  outside. 

3.  Leaves — number  of  leaflets  in  the  compound 

leaf — color — size — veining — arrangement. 

4.  Flower — where    placed — number    on    stem — 

comparison    of   those   on    small    and    large 
branches — form — color,  etc. 

5.  Seed — appearance — how    protected    and    how 

sown — market  value. 
III.  Kinds  of  clover. 
IV.  Uses. 

Food  for  cattle. 
Furnishes  nectar  for  insects. 
Used  as  fertilizer  when  plowed  under. 
Blossoms  are  used  as  medicine. 
V.  Harvesting  and  marketing. 

For  comparative  study  use  the  daisy  and  the  sun- 
flower. Here  tube  flowers  form  the  center  of  the  head 
and  strap  flowers  make  up  the  outside. 

The  dandelion,  which  illustrates  the  third  way  in 
which  the  flower  head  is  made  up,  will  be  studied 
during  the  spring  months.  Here  the  little  flowers  are 
all  strap  flowers. 

INSECTS 

Recall  what  children  know  of  insects — their  general 
plan  of  structure.  Lead  pupils  to  discuss  the  main 
characteristics  of  those  studied  the  previous  year — ant, 
butterfly. 


INSECTS 


28  THE    THIKD    SCHOOL   YEAR 

DETAILED  STUDY  OF  THE  BEE 

General  plan  of  work. 

I.  Purpose — To     teach     structure,     physiology     and 

domestic  economy  of  bees. 

II.  Materials — Bees,  wax,  honey-comb,  pictures,  black- 
board drawings. 
III.  Teaching  Suggestions. 

Pupils  are  already  interested  in  this  remarkable 
insect.  Lead  them  to  speak  of  its  form,  general  struc- 
ture, size,  habits.  How  does  the  bee  get  honey  from 
the  flowers?  Necessity  for  long  tongue  or  proboscis. 
Show  need  of  sharp  instruments — jaws  or  mandibles— 
to  snip  open  small  flowers,  lesser  jaws  or  maxillae. 
Direct  attention  to  antennae  or  feelers.  Necessity  of 
good  eye-sight.  Two  compound  eyes,  supposed  for 
seeing  things  at  a  distance;  three  or  four  eyes  or 
ocella  in  the  top  of  head. 

Show  adaptation  of  parts  of  *the  chest  or  thorax. 
Number  of  wings;  how  fastened  together. 

Use  of  stiff  hairs  on  the  legs  of  bees — helps  them 
to  get  the  pollen  or  bee  bread.  Need  of  vessel  to  hold 
it.  Pocket  in  hind  leg  called  bread  basket.  Hairs  on 
foot  make  the  pollen  brush.  Structure  of  the  sting — 
two  lances  or  darts — "sword,"  sheath  for  it  when  not 
in  use — connected  with  poison  bag. 

If  opportunity  offers,  have  the  children  observe  the 
interior  of  a  bee-hive. 

Lead  them  to  discover  interesting  facts — how  the 
workers  make  a  new  queen ;  how  they  make  wax ;  feed 
the  young;  how  they  live  through  the  winter.  Have 
pupils  note  shape  and  structure  of  the  comb.  Why  do 


SEPTEMBER  29 

~the  bees  store  the  honey  in  a  great  many  small  cells, 
rather  than  in  a  few  large  ones? 
IV.  Blackboard  outline. 

After  the  presentation  of  the  material,  make  an 
outline  upon  these  subjects :  Description ;  kinds  of 
bees;  habits  of  hive-bees;  uses. 

Description : — Main  parts :   head,  thorax,  abdomen. 


Head 


^  ^  (  compound, 

•    '  j  simple. 

Feelers  or  antennas. 


(  mandibles, 

Mouth  —  parts     1  maxillae, 
[  proboscis. 
Wings,  —  two  pairs. 

Thorax      ^  (  thigh, 

Legs,  —  three  pairs  —  parts      J  shank, 

1^  foot-brush. 

Abdomen 


i  **&> 
(  Sting. 


Information  upon  growth  and  habits  of  the  bee. 

There  are  three  kinds  of  bees  in  each  swarm. 

The  queen  bee  is  larger  than  the  others  and  is  ruler 
of  the  hive.  She  may  live  several  years.  She  has  a 
sting.  Her  chief  work  is  to  lay  eggs;  she  gathers  no 
nectar  or  pollen. 

The  worker  bee  is  the  smallest  of  the  bees.  They 
are  found  in  the  greatest  numbers,  forming  about  nine- 
tenths  of  the  swarm.  They  perform  all  the  labor. 
They  live  about  six  weeks,  though  they  may  live  six 
months  through  the  winter. 


30  THE   THIKD    SCHOOL   YEAR 

The  drone  is  distinguished  by  his  thick  body,  round 
head,  and  flattened  shape.  The  drones  are  few  in 
number.  They  produce  neither  wax  nor  honey,  but  live 
off  the  labor  of  the  workers.  They  live  about  four 
months. 

The  bee  passes  through  distinct  changes  from  early 
life  to  maturity.  Compare  the  butterfly  and  other 
insects  studied.  The  worker  bee  feeds  larva  for  ten 
days,  then  closes  the  cell  with  wax.  It  stops  eating; 
spins  a  cocoon  or  a  kind  of  silk  lining  for  its  cell; 
passes  into  a  state  of  inactivity,  and  in  about  a  week 
comes  out  of  its  prison  in  its  perfect  form — about  the 
twenty-first  day  of  its  existence. 

The  comb  is  built  from  above  downward.  It  is  built 
of  wax  made  of  nectar  which  the  workers  eat,  and 
consists  of  thin  partitions  which  enclose  hexagonal  cells. 
These  cells  are  built  partly  as  nurseries  for  the  young 
and  partly  as  store-houses  for  honey.  Wax  is  trans- 
ferred from  the  underside  of  the  abdomen  by  the  legs 
and  the  jaws  to  the  place  of  building. 

SPECIAL   POINTS 

Sagacity  of  the  bee — builds  cells  in  the  form  of  a 
hexagon.  This  affords  the  greatest  space  for  each  cell 
with  the  same  quantity  of  materials. 

The  bee  flies  in  a  straight  line — "bee-line."  It  rises 
with  circular  flight  into  the  air,  seemingly  to  get  the 
direction — darts  forward,  and  never  fails  to  arrive  at 
its  own  home. 

Bees  use  their  wings  as  fans;  seen  at  the  door  of 
the  hive  flapping  their  wings  in  order  to  circulate  the 
air  through  the  hive. 


SEPTEMBER  31 

It  is  thought  they  use  their  antennae  as  a  means  of 
conversation;  to  hear  and  to  smell  with. 

The  bee  visits  only  one  kind  of  flower  during  the 
day.  It  is  supposed  the  eyes  in  the  top  of  its  head  are 
to  help  it  find  its  way  out  of  a  flower.  The  bee  makes 
the  plants  bear  more  fruit.  Its  most  important  work 
is  the  fertilizing  and  cross-fertilizing  of  flowers. 

John  Burroughs  says :  "Honey  is  a  product  of  the 
bee.  What  she  gets  from  the  flowers  is  mainly  sweet 
water  or  nectar;  this  she  puts  through  a  process  of 
her  own,  and  to  it  adds  a  minute  drop  of  her  own 
secretion,  formic  acid.  It  is  her  special  personal  con- 
tribution that  converts  the  nectar  into  honey.'' 

Extraordinary  qualities  which  raise  bees  above  other 
insects : 

Disposition  to  social  union.  Cooperation  in  labor 
for  the  welfare  of  the  community.  Attachment  to 
hive,  courageous  defense  against  intruders.  Affection 
for  the  queen,  attend  upon  and  supply  her  wants.  Ten- 
der care  for  their  young — collect  and  bring  in  pollen 
and  nectar  to  feed  their  young ;  brood  and  defend  them. 

THE  WASP 

Study  the  wasp  in  a  similar  way,  though  not  so 
much  in  detail.  Compare  the  general  structure  with 
that  of  the  bee. 

Wasps,  too,  build  for  large  societies.  Like  bees,  they 
have  queens  and  workers.  The  queens  work  and  have 
no  special  ruling  power. 

Wasps  build  their  houses  of  paper,  which  they  make 
chiefly  of  the  fibre  of  wood.  They  chew  the  fibre ;  work 
it  into  balls,  and  carry  it  to  the  place  of  building. 


32  THE   THIRD    SCHOOL   YEAR 

There  they  roll  these  balls  into  thin  sheets,  out  of  which 
they  make  six-sided  cells.  The  wasp  is  the  oldest 
paper-maker  known. 

GENERAL  HEALTH  LESSONS 

Have  conversations  upon  "Our  Body  and  How  We 
Live." 

Impress  upon  pupils  the  importance  of  taking  proper 
care  of  their  bodies. 

Kecall  something  of  the  work  in  this  line  during  the 
previous  year. 

Discuss  care  of  eyes,  teeth,  and  skin. 

Hygiene  of  eating,  drinking,  and  breathing. 

Ill     LITERATURE  AND  HISTORY 
LITERATURE 

In  the  whole  domain  of  education  there  is  no  greater 
indication  of  progress  than  the  giving  of  the  world's 
best  literature  to  the  children  in  our  public  schools. 
Like  Goethe,  our  educators  are  beginning  to  feel  that 
only  the  best  is  good  enough  for  children. 

In  selecting  those  literary  materials  which,  it  is 
believed,  are  such  an  important  factor  in  enriching  and 
beautifying  the  life  of  the  child,  choice  must  be  made 
only  of  those  classical  masterpieces  which  are  best 
adapted  to  enlarge  the  child's  whole  mental  and  spirit- 
ual horizon. 

As  to  subject  matter  our  best  educators  say  that  the 
literature  of  the  ancient  Persians,  Greeks,  Norse,  being 
the  expression  of  the  childhood  of  the  race  during  the 


SEPTEMBER  33 

time  when  its  thoughts  were  concentrated  upon  the 
objective,  is  best  fitted  to  the  child  nature. 

In  accordance  with  the  belief  of  our  best  teachers, 
these  selections  must  be  classical  masterpieces.  And 
as  each  selection  is  a  unit — an  artistic  whole — they 
must  be  given,  not  in  fragments,  but  as  wholes. 

In  the  work  for  the  year,  while  due  importance  is 
attached  to  the  value  of  the  classical  myth  and  the  well 
selected  fairy  tale  in  stimulating  the  child  mind,  it  has 
been  deemed  wise  to  give  a  line  of  work  adapted  to  the 
children,  selected  from  our  American  writers.  As  a 
matter  of  patriotism  children  cannot  too  early  be  led 
to  appreciate  their  country's  noble  language  and  its 
priceless  literature. 

GENERAL  SUGGESTIONS 

1.  Let  the  chief  aim  be  to  have  the  children  know 
and  love  good  literature. 

2.  Make  the  study  a  means  of  giving  the  child  noble 
and  beautiful  language. 

3.  Assist  him  to  gain  the  power  to  idealize — to  cul- 
tivate his  imaginative  power. 

4.  Secure  thoroughness  rather  than  rapidity. 

5.  Know  the  one  thing  to  teach  and  teach  it. 

6.  Present  the  story  to  the  children  in  an  oral  form, 
thus  making  it  more  of  a  reality  to  them,  causing  them 
to  see  and  to  feel  its  conditions  more  vividly. 

7.  When  the  expression  is  most  beautiful  give  choice 
bits  of  the  selection  in  the  words  of  the  author — read  it. 

8.  Assist  the  pupils  to  a  careful  interpretation  of  all 
the  poems  used  for  intensive  work. 

9.  Eequire  the  memorizing  of  extracts  and  suitable 
poems. 


34  THE   THIRD    SCHOOL   YEAR 

THE  THREE  GOLDEN  APPLES— Hawthorne. 

This  classical  story  is  selected  for  this  time  as  it  is 
the  story  of  Atlas  holding  the  world  on  his  shoulders, 
and  is  in  a  way  connected  with  the  work  in  geography. 
While  the  underlying  thought  is  the  importance  of 
overcoming  difficulties,  real  or  imaginary,  a  close  study 
will  reveal  many  beautiful  subordinate  truths  unnoticed 
by  the  casual  observer.  As  the  pupil  with  intense 
interest  follows  the  adventures  of  the  mighty  hero, 
Hercules,  aid  him  to  make  these  lessons  of  duty, 
courage,  helpfulness,  and  perseverance  a  part  of  his 
own  life  experience. 

I.  Material — Story  as  found  in  the  ^Wonder  Book," 

to  "The  stranger  seemed  impatient." 
II.  Teacher's  preparation. 

1.  Discovering  the  generalization  or  underlying 

truth. 

2.  Analysis  into  topics. 
Introduction. 

a.  Place — where — direction. 

b.  Early  attempts  to  find  the  fruit. 

c.  The  dragon. 
Development. 

d.  Hercules — his    wanderings    through    Italy, 

appearance,  dress,  sayings,  and  character. 

e.  His  further  attempts  to  find  the  Garden  of 

the  Hesperides. 
/.  The  maidens — interview — their  occupation, 

warnings. 
g.  Hercules  recounts  his  early  experience. 

3.  Adaptation  of  the  story. 


SEPTEMBER  35 

III.  Suggestions  for  presentation. 

Introduce  the  lesson  by  means  of  a  preparatory  dis- 
cussion. Call  clearly  to  mind  the  pupil's  past  thoughts 
and  experiences  which  are  related  to  the  topic  in  hand : 
such  older  ideas  as  will  assist  the  understanding  of  the 
new.  Thus  secure  the  interest  of  the  child  and  prepare 
the  foundation  for  the  new  lesson.  What  do  pupils 
know  of  far-away  places.,  especially  Greece?  What  of 
the  Greeks,  Ulysses,  and  other  heroes  studied  the  pre- 
vious year? 

Present  the  story  orally,  a  portion  each  day.  Develop 
the  meaning  of  new  words  and  phrases.  Ask  questions 
to  bring  out  significant  thoughts.  Aid  the  children  to 
see  the  main  characters  and  incidents  in  the  story,  and 
the  less  important  features  in  their  proper  relations. 
Develop  judgments  as  to  the  right  or  wrong  of  certain 
actions.  Draw  contrasts  and  comparisons.  Lead  the 
children  to  form  conclusions  concerning  the  character 
of  Hercules.  By  skillful  questions  lead  them  to  formu- 
late the  generalizations.  The  application  is  suggested 
in  the  introductory  paragraph. 

GENERALIZATIONS 

1.  Hercules  did  his  duty  in  obeying  Jupiter. 

2.  The  flower  maidens  treated  him  very  kindly. 

3.  He  did  not  turn  back  when  the  maidens  told  him 
of  the  dangers  in  the  way. 

4.  Hercules  overcame  all  the  giants  on  the  way. 

5.  He  was  willing  to  do  a  favor  for  Atlas. 

6.  Atlas  was  not  truthful,  and  he  was  punished  for 
shifting  his  burden  upon  Hercules. 


36  THE   THIRD    SCHOOL   YEAR 

7.     Hercules  was  rewarded  by  obtaining  the  golden 
apples. 
Stories. 

The  Three  Golden  Apples. — Hawthorne. 

Apollo  and  Aurora. — Sun  Myths. 

Clytie. — Cooke's  Nature  Myths. 
Poems. 

The  Daisy.     The  Busy  Bee. — Nature  in  Verse. 

The  Four  Sunbeams. 

The  New  Moon. 

Great,  Wide  World. — Stepping  Stones  to  Litera- 
ture. 

FOUR  SUNBEAMS 

Four  little  sunbeams  came  earthward  one  day, 
Shining  and  dancing  along  on  their  way, 

Resolved  that  their  course  should  be  blessed. 
"Let  us  try/'  they  all  whispered,  "some  kindness  to  do, 
Not  seek  our  own  pleasuring  all  the  day  through, 

Then  meet  in  the  eve  at  the  west/' 

One  sunbeam  ran  in  at  a  low  cottage  door, 

And  played  hide  and  seek  with  a  child  on  the  floor, 

Till  the  baby  laughed  loud  in  his  glee, 
And  chased  with  delight  his  strange  playmate  so  bright, 
The  little  hand  grasping  in  vain  for  the  light 

That  ever  before  them  would  flee. 

One  crept  to  the  couch  where  an  invalid  lay, 
And  brought  him  a  dream  of  a  sweet  summer  day 
Its  birdsong,  and  beauty,  and  bloom; 


SEPTEMBER  37 

Till  pain  was  forgotten  and  weary  unrest; 
And  in  fancy  he  roamed  through  the  scenes  he  loved  best 
Far  away  from  the  dim,  darkened  room. 

And  one  where  a  little  blind  girl  sat  alone, 
Not  sharing  the  mirth  of  her  playfellows,  shone 

On  hands  that  were  folded  and  pale. 
And  kissed  the  poor  eyes  that  had  never  known  sight, 
That  never  would  gaze  on  the  beautiful  light 

Till  angels  had  lifted  the  veil. 

One  stole  to  the  heart  of  a  flower  that  was  sad, 
And  loved  and  caressed  her  until  she  was  glad, 

And  lifted  her  white  face  again. 
For  love  brings  content  to  the  lowliest  lot, 
And  finds  something  sweet  in  the  dreariest  spot; 

And  lightens  all  labor  and  pain. 

At  last  when  the  shadows  of  evening  were  falling, 
And  the  sun,  their  great  father,  his  children  was  calling. 

Four  sunbeams  sped  into  the  west. 
All  said,  "We  have  found  that  in  seeking  the  pleasure 
Of  others  we  fill  to  the  full  our  own  measure." 

Then  softly  they  sank  to  their  rest. 

— Selected. 

SEVEN  TIMES  ONE 

FROM  "SONGS  OF  SEVEN  " 

There's  no  dew  left  on  the  daisies  and  clover, 

There's  no  rain  left  in  heaven ; 
I've  said  my  "seven  times"  over  and  over, 

Seven  times  one  are  seven. 


38  THE   THIED    SCHOOL   YEAE 

I  am  old,  so  old,  I  can  write  a  letter, 

By  birthday  lessons  are  done. 
The  lambs  play  always,  they  know  no  better, 

They  are  only  one  times  one. 

0  moon,  in  the  night  I  have  seen  you  sailing 
And  shining  so  round  and  low. 

You  were  bright,  ah  bright,  but  your  light  is  failing — 
You  are  nothing  now  but  a  bow. 

You  moon,  have  you  done  something  wrong  in  heaven 
That  God  has  hidden  your  face? 

1  hope  if  you  have  you  will  soon  be  forgiven, 
And  shine  again  in  your  place. 

0  velvet  bee,  you're  a  dusty  fellow, 

You've  powdered  your  legs  with  gold ! 
0  brave  marsh  marybuds,  rich  and  yellow, 

Give  me  your  honey  to  hold. 

0  columbine,  open  your  folded  wrapper, 
Where  two  twin  turtje-doves  dwell ! 

0  cuckoo-pint,  toll  me  the  purple  clapper 
That  hangs  in  your  clear  green  bell ! 

And  show  me  your  nest  with  the  young  ones  in  it; 
I  will  not  steal  them  away ; 

1  am  old,  you  may  trust  me,  linnet,  linnet— 
I  am  seven  times  one  to-day. 

—Jean  Ingelow. 


SEPTEMBER  39 

THE  DAISY 

"The  daisy  is  the  meekest  flower 
That  grows  in  wood  or  field; 
To  wind  and  rain,  and  footsteps  rude, 
Its  slender  stem  will  yield. 

"In  spring  it  dots  the  green  with  white, 

And  blossoms  all  the  year. 
And  so  it  is  a  favorite  flower 
With  all  the  children  dear. 

"Before  the  stars  are  in  the  sky 

The  daisy  goes  to  rest, 
And  folds  its  little  shining  leaves 
Upon  its  golden  breast. 

"So  children  when  they  go  to  bed 

Should  fold  their  hands  in  prayer, 
And  place  themselves  and  all  they  love, 
In  God's  protecting  care." 

Spake  full  well  in  language  quaint  and  olden, 
One  who  dwelleth  by  the  castled  Ehine, 

When  he  called  the  flowers  so  blue  and  golden, 
Stars,  that  in  earth's  firmament  do  shine. 

— Longfellow. 

Along  the  river's  summer  walk 
The  withered  tufts  of  aster  nod, 

And  trembles  on  its  arid  stalk 
The  hoar  plume  of  the  golden  rod. 

— Whittier. 


40          THE  THIRD  SCHOOL  YEAR 

Then  doth  thy  sweet  and  quiet  eye 
Look  through  its  fringes  to  the  sky, 
-Blue — blue — as  if  that  sky  let  fall 
A  flower  from  its  cerulean  wall. 

— Bryant. 

The  gentian's  bluest  fringes 

Are  circling  in  the  sun; 
In  dusty  pods  the  milkweed 

Its  hidden  silk  has  spun. 

—H.  H. 

"Xow  nature,  prodigal  of  gold, 
Inverts  her  horn  o'er  meadow  lees, 
And  golden  rod  waves  in  the  breeze.'' 

A  little  sunbeam  in  the  sky 

Said  to  itself  one  day : 
"I'm  very  small,  but  why  should  I 

Do  nothing  else  but  play? 
I'll  go  down  to  the  earth  and  see 
If  there  is  any  work  for  me." 

— Selected. 

"Kind  words  are  little  sunbeams 

That  sparkle  as  they  fall; 
And  loving  smiles  are  sunbeams, 
A  light  of  joy  to  all." 

"The  honey-bee  is  hard  at  work; 
Children,  come  and  see ! 
The  pretty  brown  and  yellow  bee 
In  the  clover  worketh  he, 
Oh  !    how  merrily  !" 


SEPTEMBER  41 

THE  BEE 

Among  the  daisies  all  astir 

Observe  the  belted  rover, 
The  merry  little  mariner 

That  sails  the  seas  of  clover. 

Whene'er  a  shower  .  falls,  pell  mell 

Upon  the  seas  of  clover, 
He  flies  into  some  flower-bell, 
And  waits  until  it's  over. 

—  Selected. 

HISTORY 

History  and  literature  are  kindred  subjects  and  can- 
not be  widely  separated;  and,  as  one  expresses  the  real 
side  of  life  and  the  other  the  ideal,  both  are  closely 
related  to  human  experiences. 

In  discussing  the  relative  value  of  studies,  Mr.  Mc- 
Murry,  in  his  "General  Method,"  places  history  at  the 
head  of  the  list.  He  shows  us  that  in  the  "real  studies," 
history  and  literature,  we  have  abundant  material  to 
aid  us  in  the  important  work  of  moral  character  build- 
ing —  that  here  the  child  coming  in  contact  with  the 
conduct  of  persons  whose  lives  illustrate  right  actions, 
has  moral  object  lessons  furnished  to  him,  and  as  a 
result  of  the  moral  judgments  which  he  is  compelled  to 
give,  there  arises  that  which  is  so  vital,  a  favorable 
disposition  toward  the  right. 

In  selecting  historic,  as  well  as  literary  subjects,  it 
is  our  aim  to  choose  only  those  things  which  make  the 
thought  of  right  and  truth  and  character  a  vital  element 


OF  THE 

UNIVERSITY 


42  THE   THIKD    SCHOOL   YEAR 

in  the  life  of  the  child,  that  while  that  life  is  being 
enriched,  it  may  also  be  Uplifted. 

In  considering  history,  the  life  development  of  a 
people,  educators  recognize  three  historic  units ;  the  life 
of  the  individual,  the  community,  and  the  nation.  For 
this  year  we  continue  the  study  of  the  first  by  means 
of  the  biography  of  great  historical  characters.  With 
the  lives  of  these  men  as  centers  we  reach  out  into  the 
community  of  which  they  formed  a  part,  thus  consid- 
ering the  second  historic  unit  and  preparing  for  its 
more  exhaustive  study  in  the  intermediate  grades. 

The  lines  of  institutional  development  will  be  indi- 
cated in  the  suggestions  for  October. 

While  teaching  the  earth  as  a  sphere,  by  means  of 
the  sun  myths  give  the  pupils  some  knowledge  con- 
cerning the  beliefs  of  the  ancient  Greeks,  with  reference 
to  the  form  of  the  earth. 

The  children  can  understand  something  of  the  lack 
of  geographical  knowledge  at  this  time.  Call  attention 
to  the  lack  of  books,  and  study  the  development  of  the 
book.  Here  much  use  will  be  made  of  illustration, 
concerning  which  more  will  be  said  in  the  work  on  arts 
for  this  month. 

THE  STORY   OF    THE  BOOK 

I.  Before  paper  was  made. 

1.  The  cairn — a  pile  of  stones  by  the  sea. 

2.  Oral  traditions. 

3.  Early  writing  materials — sand,  stone,  bricks, 

bark,  etc. 

4.  Hieroglyphics  chiseled  upon  Egyptian  monu- 

ments. 


STORY  OF  THE  BOOK 


44  THE   THIRD    SCHOOL   YEAR 

5.  Tablets  of  wax  for  letters  and  note  books — 

stylus. 

6.  Indian  picture-writing. 

7.  Parchment — skins  of  goats,  lambs,  and  calves. 

The  scroll. 

8.  Manuscripts  engrossed  and  illuminated  by  the 

Monastic  scribes. 
II.  Our  first  paper — papyrus. 

First  paper  probably  made  in  Egypt  from  papy- 
rus/a  kind  of  reed  which  grew  on  the  banks 
of  the  Nile. 

Term  paper  derived  from  papyrus. 

Character  of  reed — preparation  for  use. 

III.  The  wasp  a  paper  maker. 

Connect  with  the  study  upon  insects. 

IV.  Paper  making  by  man. 

From  the  wasp  man  learned  to  make  a  pulp,  to 
moisten  it  and  let  it  dry  and  harden.  Ex- 
perience has  taught  him  many  improve- 
ments. 

1.  Materials — cotton  and  linen  rags,  wood,  straw, 

and  waste  paper. 

2.  Preparation — sorting,   cleansing,   and  tearing 

rags. 

3.  Process — making  pulp,  beating,  adding  clay 

and  coloring  matter. 
Draining  pulp  and  pressing  into  paper. 
Show  pupils  the  picture  chart  of  paper  making. 
V.  Kinds  and  uses  of  paper. — Make  a  chart  of  dif- 
ferent kinds  of  paper. 
VI.  Invention  of  printing — printing  press. 

Instead  of  a  trip  to  a  press  we  brought  the  school 


SEPTEMBEK  45 

press   into   the  room.      The  children   were 
delighted  when  a  practice  teacher  printed 
some  of  their  names. 
VII.  Books,  newspapers. 

IV     NUMBER 

"Number  has  its  origin  in  measuring,  and  is  the 
expression  of  a  ratio  obtained  by  comparison/' 

Our  work  for  the  year  is  planned  in  accordance  with 
the  belief  that  the  child  gains  his  number  ideas  by 
means  of  measuring  quantity.  This  work  is  concerned 
with  the  mastery  of  numbers  from  twenty-five  to  one 
hundred,  and  includes  facts  of  numbers  obtained  by 
comparison  of  magnitudes,  notation  of  numbers  through 
hundreds  and  hundredths,  fundamental  operations,  con- 
struction and  use  of  tables,  concrete  problems  growing 
out  of  nature  study,  geography,  etc. 

It  is  our  aim  to  recognize  the  child's  intelligence  by 
giving  him  definite  ideas  as  to  why  he  is  to  perform 
certain  operations — to  have  him  understand  the  motive 
— the  necessity  for  the  process.  On  the  part  of  the 
child,  therefore,  the  number  work  will  be  largely  inci- 
dental, while  on  the  part  of  the  teacher  the  most  careful 
preparation  will  be  necessary  that  sufficient  opportunity 
may  be  provided  for  this  incidental  work. 

In  all  the  number  teaching  for  the  year  give  the  child 
full  opportunity  to  develop  by  means  of  his  self-activity. 
Eequire  him  to  make  and  illustrate  problems — to 
measure  and  construct.  Lead  him  to  make  discoveries 
for  himself. 

During  this  month,  before  developing  the  numbers 
from  twenty-five  to  thirty,  inclusive,  provide  frequent 


46  THE   THIRD    SCHOOL   YEAR 

occasions  for  the  child's  use  of  the  number  facts  which 
he  has  already  acquired,,  as  by  constant  use  only  will 
they  become  a  permanent  part  of  his  mental  content. 

Preparatory  to  the  home  geography  or  field  work, 
give  much  practice  in  estimating  distances.  Have  pupils 
correct  these  estimates  by  actual  measurements,,  using 
the  inch,,  foot,  and  yard  as  units.  For  this  preliminary 
work  let  them  measure  objects  in  the  school  room — 
books,  desks,  blackboards,  etc. 

The  children  have  had  many  exercises  in  finding  areas 
of  rectangles.  Continue  this  line  of  work;  during  the 
first  weeks  they  may  divide  the  figures  into  the  required 
units  of  measurement  to  find  the  area.  How  many  rows 
of  square  inches?  How  many  in  one  row?  etc.  From 
these  exercises  lead  them  to  formulate  the  generalization 
or  rule  for  finding  the  area. 

By  using  units  of  measure,  with  which  the  children 
are  already  familiar,  let  them  find  and  make  formal 
statements  of  these  ratios. 

Relation  between : 
An  inch  and  a  foot; 
Foot  and  an  inch; 
Foot  and  a  yard,  etc. 

Draw  the  line  a,  28  inches  long;  I,  21  inches  long; 
c,  14  inches  long;  d,  7  inches  long. 

Find  the  relations. 

DEVELOP  NEW  NUMBERS 

1.  Teach  the  number  as  a  whole;  emphasize  the 
whole. 

2.  Find  all  possible  relations. 

3.  Separate  into  parts. 


SEPTEMBER  47 

4.  Ke-unite  to  form  the  original  whole. 

5.  Apply  number  ideas  to  concrete  problems. 

Y    LANGUAGE 

Trench  says :  "The  love  of  our  native  language  is 
the  love  of  our  native  land,,  expressing  itself  in  one 
direction/' 

One  of  the  most  hopeful  signs  of  the  times  is  the 
recognition  of  the  need  of  more  efficient  teaching  of 
English  in  our  elementary  schools.  Many  of  our  best 
schools  are  now  coming  into  harmony  with  modern  ideas 
on  this  suoject,  so  that  this  has  already  been  spoken  of 
as  the  Golden  Age  of  English. 

It  should  be  the  earnest  purpose  of  each  teacher  to 
assist  her  pupils  to  speak  and  to  write  their  own  lan- 
guage clearly,  concisely,  fluently,  accurately,  and  orderly, 
thus  giving  to  our  boys  and  girls  a  sense  of  power  and 
mastery  which  will  enable  them  to  lead  more  helpful 
and  more  useful  lives.  In  fact,  the  teacher  can  perform 
no  better  service  for  the  pupil  than  to  instil  into  his 
mind  a  love  for  clear,  correct,  perfect  English. 

Here,  too,  reform  must  begin  in  the  lower  grades. 
The  memory  of  the  child  is  very  retentive.  He  is  sus- 
ceptible to  new  words  and  sounds  and  will  learn,  even 
a  foreign  language,  in  a  short  time.  Begin  early  to 
acquaint  him  with  the  beauties  and  the  possibilities  of 
his  own  tongue.  The  child  acquires  language  by  imita- 
tion. You  now  become  his  model,  and  happy  for  him 
if  your  language  is  clear,  accurate,  and  beautiful. 

In  these  early  years  let  the  chief  aim  be  to  secure 
fluency  of  expression.  To  secure  this  end  the  work  of 


48  THE   THIRD    SCHOOL   YEAR 

conscious  vocabulary  building  must  be  carried  on 
earnestly. 

That  the  newly-acquired  words  may  become  perma- 
nent possessions,  give  constant  practice  in  speaking  and 
writing.  Let  the  material  for  all  language  work  grow 
out  of  the  other  branches  of  subject  matter — nature 
study,  history,  literature,  etc.  Order — first  the  thought, 
then  the  oral  expression  of  it,  and  then  the  written 
expression. 

In  the  work  outlined  for  the  different  months  varied 
lines  of  language  work  will  be  indicated.  Some  general 
suggestions  will  be  given  at  this  time. 

SUGGESTIONS 

1.  Interest  the  pupil  in  his  own  language;  lead  him 
to  form  a  correct  language  habit. 

2.  Lead  the  child  to  drop  the  incorrect  expression 
which  he  uses  and  to  substitute  good  English. 

3.  Make  reproduction  a  profitable  exercise  by  using 
it  rightly. 

4.  Avoid    that    common    expression    of    the    school 
room,  "Now  tell  it  in  your  own  words." 

5.  While  aiming  to  secure  fluency  of  speech,  attend 
also  to  the  sentence  structure;  emphasize  the  sentence 
as  the  unit  of  thought. 

6.  Develop  new  and  interesting  thoughts  concerning 
the  material  used  for  nature  study. 

7.  In  addition  to  the  memory  poems  have  the  chil- 
dren commit  choice  bits  of  prose  and  little  gems  of 
poetry — they  put  idioms  of  good  English  into  the  mind. 

During  this  first  month  of  school  work  give  much 
time  to  oral  language.  Connect  the  home  life  of  the 


SEPTEMBER  49 

child  with  his  school  life  by  giving  him  opportunity 
to  talk  freely  of  what  he  has  seen  and  done  during  the 
summer. 

The  field  excursions  and  school  room  nature  study 
have  given  him  abundant  concrete  material  for  thought. 
Lead  him  to  report  upon  his  out-door  observations,  and 
to  interpret  the  results  of  his  investigations  upon  the 
plants  and  insects  studied  in  the  school  room. 

For  oral  reproduction  use  chiefly  the  story  of  the 
"Three  Golden  Apples/7  after  it  has  been  presented 
orally.  Insist  that  the  story  be  well  told.  The  various 
elements  of  the  story  should  be  given  their  relative 
importance,,  and  the  connective  links  should  not  be 
forgotten.  Insist  that  the  pupils  have  some  elements  of 
beauty  in  the  language  used.  Suggest  to  them  words 
and  phrases  which  will  better  express  the  meaning. 
Aim  to  have  the  child  become  irore  free  in  oral  expres- 
sion. When  fluency  is  the  end  in  view,  do  not  correct 
at  that  time.  Give  ideas  of  clearness,  smoothness,  and 
order  in  the  sentences  themselves. 

Give  practice  in  writing  sentences.  Let  the  state- 
ments be  the  answers  to  the  questions  written  on  the 
board  concerning  lessons  which  have  been  presented. 
Give  careful,  but  kindly,  criticism.  When  necessary, 
have  these  exercises  re-written. 

THE    CLOVER 

Pupils  write  answers. 

1.  WTiere  have  you  seen  clover  growing? 

2.  When  does  it  bloom? 

3.  Tell  all  you  can  about  the  root. 

4.  What  can  you  say  about  the  stem? 


50  THE   THIED    SCHOOL   YEAR 

5.  How  many  leaflets  usually  make  the  compound 
leaf? 

6.  Describe  the  flower.,  and  tell  why  there  are  so 
many  little  flowers  on  the  flower  head. 

7.  What  insects  have  you  seen  visiting  the  clover  ? 

8.  Tell  something  about  the  use  of  clover. 

THE   THREE  GOLDEN   APPLES 

It  is  said  a  tree  once  bore  apples.     This  tree 

grew  a  long  time  ago  in  the of  the  Hesperides. 

It  was  guarded  by  a  terrible with  a  hundred 


Only  of  these  heads  slept  at  a  time.  A 

young  hero  went  to  these  golden .  He 

met  some  beautiful who  were flowers. 

The  maidens  warned  him  of  the in  the  way 

and  told  him  to . 

The  stranger  crushed  a  -  -  with  his  mighty 
to  show  the  maidens  how he 


was. 

He  then  told  them  the of  his  life. 

READING 

"Reading  is  thought  getting  and  thought  giving." 
Impression  must  first  be  made  upon  the  mind  and  heart 
of  the  reader,  as  no  one  can  express  to  others  that 
which  he  does  not  know  and  feel  himself. 

That  children  may  grasp  the  sense  of  what  they  read;, 
they  must  have  the  ability  to  recognize  words  and  their 
meanings  readily.  It  becomes  necessary,  then,  to  have 
two  distinct  aims  in  reading — word  getting  and  thought 
getting. 

As  reading  and  literature  both  deal  with  the  inter- 


SEPTEMBER  51 

pretation  of  discourse,  they  are  in  a  measure  identical. 
Here,  too,  as  in  literature,  the  complete  selection,  the 
classical  unit  is  the  desirable  one. 

So  far  as  is  possible,  the  selections  relate  to  other 
branches  of  subject  matter. 

Three  courses  of  reading  have  been  prepared  for  the 
children.  One  line  of  work  is  for  regular  class  room 
exercise,  the  lessons  having  been  prepared  by  the  pupils. 
This  is  supplemented  by  frequent  exercise  in  sight  read- 
ing. A  second  course  consists  of  selections  to  be  read 
to  the  pupils.  The  third  course  is  selected  books  to  be 
read  by  the  pupils : 

"Fables  and  Folklore/'— Scudder. 

"Alice  in  Wonderland." 

Stories  from  "Colonial  Children." — Pratt. 

1.  Secure  distinct  enunciation  and  correct  pronun- 
ciation by  devoting  time  to  voice  culture  and  phonetic 
drill. 

2.  Give  the  pupil  power  to  become  independent  in 
determining  new  words. 

3.  Kemember  that  saying  words  is  not  reading. 

4.  By  means  of  sight  reading,  assist  the   child  to 
cultivate    quickness    and    accuracy    in    grasping    new 
thoughts  and  forms. 

5.  Assist  the  pupil  to  read  sympathetically,  and  to 
realize  in  himself  somewhat  of  the  spirit  of  the  author. 

6.  Let  the  child  picture  the  incidents  narrated. 

7.  Make  frequent  use  of  dialogue   and  impersona- 
tion.    This  will  help  to  overcome  the  habit  of  reading 
in  monotonous  and  unnatural  tones. 

8.  Aid  the  child  to  analyze  the  incident,  or  story, 
into  its  main  features,  to  see  the  various  elements  of  the 


52  THE    THIRD    SCHOOL    YEAR 

story  in  their  proper  relation,  and  to  give  each  element 
its  due  emphasis. 

9.  Lead  him  to  make  distinctions  and  to  form  con- 
clusions— to  make  the  lesson  a  part  of  his  own  life 
experience. 

Class  Work. 

"Evaporation"  "Clouds/'  "Rain."— All  the  Year 
Round  Series. 

"The  Daisy  and  the  Lark." — Stepping  Stones  to  Lit- 
erature. 

"The  Good  King."  S.  S.  L.  Eead  in  connection 
with  the  study  of  light. 

Selections  from  Ward's  Third  Reader — "The  Rational 
Method." 
Seat  Reading. 

"Clytie."— Nature  Myths. 

"Proserpina." — Scudder's  Fables  and  Folklore. 
Sight  Reading. 

"The  Fairy  of  the  Flowers."— Garden  and  Field. 

"Bees  and  Flowers."— G.  F. 

Phonic  Work— "The  Rational  Method/' 

VI     THE  ARTS 

As  man  expresses  his  ideals  in  certain  realms  of 
activity,  known  as  the  arts :  poetry,  music,  sculpture, 
architecture,  so  the  child  expresses  his  inner  life  by 
means  of  creative  self-activity  in  drawing,  painting, 
modeling,  etc. 

During  this  month,  and  throughout  the  year,  we 'will 
endeavor  to  offer  full  opportunity  for  the  artistic  devel- 
opment of  the  child  through  the  subjects  named,  as  well 


SEPTEMBER  53 

as  by  means  of  the  study  of  music  and  pictures — usually 
copies  of  masterpieces  by  our  great  artists. 

FORM    STUDY   AXD   DRAWING 

In  this  day,  when  the  idea  of  education  has  been 
expanded  to  mean  much  more  than  it  formerly  did,  it 
is  no  longer  necessary  to  consider  only  the  practical 
bearing  of  school  studies.  With  broadened  view,  look- 
ing at  the  subject  of  drawing  from  a  psychological 
standpoint,  educators  agree  that  drawing  is  one  of  the 
subjects  adapted  to  develop  the  existing  powers  of  the 
child. 

In  form  study  and  drawing  not  only  is  free  oppor- 
tunity given  to  develop  the  perceptive  power  of  the 
child  and  to  cultivate  his  imagination,  but  also,  here 
judgments  must  be  formed  and  the  will  power  is  given 
due  exercise. 

The  lessons  in  manual  training  should  relate  closely 
to  the  form  study  and  the  number  work.  The  aim  here 
should  be  to  train  the  judgment  of  the  child,  and  to 
aid  him  to  form  habits  of  neatness,  promptness,  and 
accuracy. 

The  work  for  the  year  will  include : 

1.  Free-hand  drawing  in  connection  with  the  form 
study,  the  models  used  by  the  children  being  type  forms. 
Let  much  of  the  drawing  be  the  expression  of  images 
gained  by  studying  objects,  by  touch  as  well  as  by  sight. 
See   that  the   pupils   obtain   clear   mental   pictures,   as 
correct  drawing  can  come  only  from  correct  images. 

2.  Industrial   drawing  growing  out  of  the  various 
lines  of  school  work. 

3.  Illustrative  drawing  in  connection  with  the  lit- 


54  THE   THIRD    SCHOOL   YEAR 

erature  and  history.  "A  child's  illustration  is  a  mirror 
showing  just  what  is  in  his  mind." 

4.     Decorative  drawing. 

This  subject,  as  well  as  the  constructive  work,  will 
be  discussed  more  at  length  as  need  arises  in  the  work 
for  the  different  months. 

As  in  the  study  of  geography,  the  pupils  are  having 
elementary  lessons  upon  the  world  and  the  sun,  let  the 
type  forms  for  the  month  be  the  sphere  and  the  hemi- 
sphere. For  free-hand  drawing  use  objects  resembling 
the  type  forms.  See  Augsburg's  Drawing,  Book  I.  This 
book  will  be  used  as  a  guide  in  this  line  of  drawing 
during  the  year. 

Like  the  sphere — fruits,  many  vegetables,  beads,  balls, 
some  vases. 

Like  the  hemisphere — flower  bells,  toad  stools,  thistle 
seed,  cup,  bowl,  shells. 

For  subjects  illustrating  the  story  of  the  book,  see 
history  outline.  Some  of  these  subjects  were  suggested 
by  a  series  of  interesting  paintings  in  the  Congressional 
Library,  Washington.  While  copies  of  these  are  not 
available,  good  descriptions  are  given  in  the  guide-book, 
and  pictures  found  in  histories  will  aid  in  the  repre- 
sentation of  the  scroll,  the  Egyptian  monument  covered 
with  hieroglyphics,  and  others. 

BRUSH  DRAWING 

By  using  ordinary  writing  ink  and  the  water  color 
brushes,  in  oblongs  and  squares  of  different  sizes,  have 
drawings  made  of  the  subjects  studied  in  nature  this 
month — weeds  and  flowers  of  the  sunflower  family: 
thistle,  aster,  daisy,  and  others.  Draw  in  artistic  posi- 


SEPTEMBER  55 

tions,  avoiding  mechanical  division  of  the  enclosing 
forms.  Let  the  background  be  made  by  using  washes 
of  a  light  tint  of  ink.  See  "With  Brush  and  Pen."— 
Hall 

Make  border  patterns,  using  the  clover  leaf  as  a  unit 
.(brush  drawing). 

Allow  the  children  to  fold  drawing  paper  of  ordinary 
size  and  make  original  designs  for  book  covers,  using 
the  flowers  studied  during  the  month  for  decorative 
subjects. 

During  the  study  of  the  sphere  and  the  hemisphere, 
let  the  children  cut  circles  and  semi-circles  from  colored 
paper.  Ask  them  to  arrange  designs  and  paste  them  in 
symmetrical  border  patterns. 

PICTURE    STUDY 

While  discussing  the  very  artistic  and  suggestive 
picture,  "The  Aurora/'  tell  the  children  interesting 
facts  concerning  the  artist  Guido  Beni,  who  painted 
beautiful  pictures  when  but  a  child  of  thirteen,  and 
when  he  was  twenty  could  be  taught  nothing  more  by 
his  teachers. 

Interest  them  in  the  peasant  boy  Millet  and  his 
studies  of  peasant  life. 

Last  year  copies  of  many  of  the  pictures  named  in 
this  course  were  cut  from  the  Great  Artist  Series,  Edu- 
cational Publishing  Company,  and  mounted  on  gray 
cardboard  for  school  use;  when  available  large  copies 
were  brought  in.  As  it  is  scarcely  possible  to  over- 
estimate the  influence  of  good  pictures  in  the  home,  it 
is  our  aim  to  have  the  child  learn  to  so  appreciate  and 


56  THE   TRIED    SCHOOL   YEAR 

value  these  copies  of  the  great  works  of  art,,  that  in 
time  they  may  come  to  adorn  the  homes,  supplanting 
valueless  decorations  which  too  often  are  found  there. 

MUSIC 

During  each  year  of  the  child's  school  life,  music 
should  form  a  part  of  the  day's  exercises.  It  is  not 
necessary  to  speak  here  of  the  importance  of  having 
music  a  regular  subject  of  school  study. 

Devote  a  part  of  each  day's  exercise  to  the  formal 
side  of  the  study.  Continue  the  chart  and  interval  work 
of  the  preceding  years.  Do  not  burden  the  child  with 
technical  terms. 

Devote  considerable  time  to  voice  culture — to  the 
correct  use  of  organs  of  speech  and  song.  Aim  to 
secure  good  tones.  See  that  the  child  establishes  good 
habits  in  the  use  of  lips,  tongue,  teeth,  etc.  Cultivate 
correct  habits  of  articulation  and  enunciation. 

Let  attractive  rote  songs  be  an  important  feature  of 
the  music.  See  that  the  songs  have  high  educational 
value.  Create  a  strong  desire  for  good  music.  Use 
it  to  instil  moral  and  Christian  training  into  the  life  of 
the  child. 

See  that  the  songs  are  sung  properly.  Avoid  loud 
singing.  Children  should  sing  very  softly.  They  should 
produce  soft,  high  tones  and  not  strong,  low  ones. 
Secure  easy,  natural  singing.  Have  the  pupils  main- 
tain an  erect,  easy  position  of  the  body.  Consider 
carefully  the  thought  of  the  song.  See  that  the  chil- 
dren understand  the  words  and  secure  the  quality  of 
voice  suited  to  the  words. 


SEPTEMBER  57 

OUTLINE 

Devotional  Songs. 

Eeview  work  of  preceding  year. 

Interval  work  and  rote  songs. 

Morning  Song :   When  the  Little  Children  Sleep. — 
Smith  Music  Primer. 

Sweet  and  Low. — Tennyson. 

Now  the  Day  Is  Over. 

Nature  songs:     The  Busy   Bee,  The  Ant. — Song 
Budget. 

Little  Gypsy  Dandelion. — Music  Primer. 
Exercises  for  teaching  the  scale. 

Form  Study  and  Drawing. 

Type  forms:   the  sphere,  hemisphere. 
Objects  resembling  the  type  forms. 
Insect  life :   bee,  hive,  comb ;   wasp. 

Illustrative  Drawing. 

Story  of  "The  Three  Golden  Apples." 
The  development  of  the  book. 

Brush  Drawing  with  Ink. 

Flowers :     clover,   and  members   of  the  sunflower 
family. 

Constructive  and  Decorative  Work. 
Cutting  geometrical  forms. 
Border  patterns;   book  covers. 

Picture  Study. 

The  Aurora. — Guido  Reni. 
The  Gleaners.— Millet. 


H 

H 


P 
tf 

O 


SEPTEMBER  59 

Many  beautiful  songs  related  to  the  seasons,  and  to 
the  different  subjects  of  school  work  considered  in  this 
book,  are  found  in  the  "Modern  Music  Primer." 
—Smith  (Silver,  Burdett  &  Co.) 

SONGS   IN  SEASON 

There  are  songs  of  Spring,  Autumn,  Winter,  also 
flower  songs,  bird  and  miscellaneous  songs — for  all 
grades,  but  more  particularly  for  primary  and  inter- 
mediate classes. 

COLOR  STUDY 

During  the  year  pursue  a  systematic  course  in  the 
study  of  color.  Give  the  pupils  practice  in  making- 
orange,  green,  and  violet  from  the  primary  colors  yel- 
low, red,  and  blue.  Use  a  color  chart  and  teach  the 
pupils  to  make  the  six  other  colors  < found  in  it.  See 
Prang's  Text  Book  of  Art  Education,  Book  III. 

In  the  design  work  of  the  year,  complementary  colors 
should  be  used.  Each  color  may  be  grayed,  or  made 
less  bright,  by  adding  a  touch  of  its  complementary. 

Use  the  natural  colors  of  flowers  and  foliage  in  all 
color  study.  Have  these  colors  recognized  and  com- 
pared with  those  found  in  colored  papers,  or  made  by 
using  water  colors  and  crayola. 

Prang's  Text  Book  of  Art  Education,  Book  V,  gives 
this  helpful  paragraph  on  "Nature's  Use  of  Comple- 
mentaries" :  "The  blue  bird  is  all  the  more  beautiful 
because  of  the  orange  on  his  breast.  Eed  apples  or 
cherries  nestling  among  the  green  leaves  are  most  attrac- 
tive in  their  coloring.  Sometimes  you  see  a  yellow 
sunset  sky,  with  distant  hills  or  trees  in  violet  masses 
against  it." 


Oh,  sun  and  skies  and  clouds  of  June, 

And  clouds  of  June  together, 
Ye  cannot  rival  for  one  hour 

October's  bright  blue  weather. 

— Helen  Hunt  Jackson. 

I    GEOGRAPHY 

FIELD    WORK — THE    WORK    OF    WATER — LOCAL    PHYSICAL 
FEATURES 

The  work  in  geography  this  month  will  be  mainly 
that  which  comes  within  the  child's  observation  and 
experience.  This  is  the  acknowledged  scientific  method 
of  laying  the  foundation  of  all  knowledge  of  geog- 
raphy. 

What  knowledge  have  the  children  of  level  fields, 
hills,  valleys,  brooks,  rivers,  etc.  ? 

Use  types  found  in  the  district  and  by  actual  jour- 
neys give  the  pupils  opportunity  to  distinctly  observe 
these  forms  in  nature.     How  did  these  features  come 
to  be  what  they  are?    Why  located  where  they  are? 
Brooks  and  Rivers. 

How  formed;    source  and  mouth;    bed;    banks; 
channel;   current;  river  systems ;   drainage;  water 
parting  or  divide ;  basin. 
60 


OCTOBER  61 

Monongahela. 

Origin  of  the  name. 

Direction  of  flow. 

Situation  of  the  town,  California,  with  reference 
to  banks. 

Character  of  the  bed  and  banks. 

Depth,  movement  of  water,  i.  e.,  swift,  if  so  why  ? 

Navigable — why  ? 

Eelative  importance.  Eemarkable  industry  of 
the  valley.  Kapid  growth  of  towns. 

Hill  and  Mountain. 

.    Trip  to  a  hill;    general  form;    top,  oase,  side, 
slope;   appearance  from  a  distance. 

Use  sand  table;  illustrate  by  blackboard  draw- 
ings. 

Assist  the  child  to  cultivate  his  imagination  by 
taking  imaginary  journeys.  Use  pictures,  draw- 
ings, etc. 

Teach  mountains ;  valleys — plains — lowlands. 
Give  needed  terms.  Lead  the  child  to  think  of 
geysers,  waterfalls,  and  other  distant  forms.  In 
this  way  prepare  for  subsequent  work  in  geography. 

SUGGESTIONS 

Develop  local  surface  features  by  outdoor  observa- 
tional work.  Make  much  use  of  demonstration  and 
experiment.  Connect  all  work  with  that  given  pre- 
viously. 

Study  the  work  of  water. 

What  do  children  know  of  soil-making?  In  pre- 
ceding year  they  learned  that  water,  by  freezing  in 


62  THE   THIRD    SCHOOL   YEAR 

rocks  and  expanding,  makes  mud  and  pebbles.     They, 
are  familiar  with  the  most  common  surface  materials. 

1.  Eroding  and  depositing  action  of  water. 
Appearance   of  sand  banks  and  roads   after  violent 

rains. 

How  water  changes  the  earth's  surface — tears  away 
hills  and  fills  up  valleys. 

Scouring  action  of  pebbles  on  bed  and  banks  of  a 
river.  Character  of  sediment  carried  by  different  cur- 
rents. 

2.  Trace  water  in  its  journey  to  the  sea  and  out 
again. 

THE   WANTS   OF    MAN GENERAL    STUDY 

Before  continuing  the  work  upon  the  child's  home 
surroundings,  i.  e.,  taking  up  the  study  of  the  town  of 
California,  occupations  of  its  people,  etc.,  give  some 
preparatory  work  under  the  wants  of  man  and  how 
these  necessities  are  supplied.  Lead  the  children  to 
discuss  our  chief  wants :  food,  clothing,  and  shelter, 
and  lead  them  to  see  that  the  three  kingdoms  furnish 
everything  we  need. 

Grains  and  vegetables  must  be  raised  and  stored 
away.  Cloth  must  be  manufactured  and  made  into 
clothing.  Houses  must  be  built,  etc.  This  gives  rise 
to  various  occupations — need  of  labor  in  other  climates ; 
adaptation  of  food,  articles  of  clothing,  shelter,  found  in 
other  countries. 

Food. 

Make  lists  of  articles  of  vegetable  and  animal  foods. 
When  do  we  use  most  animal  food,  most  vegetable? 


OCTOBER  63 

Articles  of  food  raised  about  California — imported 
foods.  Eecall  what  children  know  of  the  food  used 
by  the  Indians.  Discuss  scarcity  of  kinds  of  food  in 
the  early  colonial  days — this  work  will  be  carried  on 
throughout  the  year.  In  the  work  upon  colonial  his- 
tory much  opportunity  for  comparison  will  be  given. 
Discuss  food  of  hot  countries;  that  used  in  cold  cli- 
mates. Eecall  the  life  of  the  Eskimo.  In  what  climate 
is  most  animal  food  used?  Most  vegetable?  Note  that 
in  temperate  climates  vegetable  and  animal  foods  are 
used  in  about  equal  quantities. 

Clothing. 

:  What  have  the  children  learned  of  articles  of  cloth- 
ing? Chief  kinds — how  furnished.  Recall  their 
knowledge  of  silk  and  wool.  Show  that  wool  and 
leather  come  from  animals;  flax  and  cotton  from 
plants.  Compare  different  kinds  of  clothing.  Do  we 
need  much  clothing  ?  Where  do  people  need  much 
clothing  ?  Where  do  people  need  little  clothing  ?  Com- 
pare kinds  of  clothing  used  in  different  climates. 

Shelter. 

-Why  needed?  What  do  the  children  know  of  dif- 
ferent kinds  of  shelter?  Eecall  the  work  of  the  pre- 
vious year — wigwam,  snowhouses,  etc. 

Discuss  our  dwellings— chief  building  materials — 
improvement  in  our  buildings.  Show  pictures  of  rude 
houses  and  costly  city  homes.  Special  work  will  be 
given  upon  building  materials  later. 

By  pictures  and  blackboard  illustrations  show  various 
kinds  of  dwellings — huts — tents — etc. 


SHELTER 


I.  Food. 


II.  Clothing. 


III.  Shelter. 


OCTOBER                                            ( 

)  fruits. 

grains. 

vegetables. 

1  animals  —  beef,  pork, 

mutton,  venison. 

2.  Animal. 

birds. 

fish. 

oysters. 

clams. 

3.  Mineral.       J  water>  salt> 
(  many  medicines. 

f  1.  Vegetable.    {  linen' 
(  cotton. 

f  silk. 

o     \    •      i         i  woolen. 
2.  Animal.        1  , 
leather. 

[  fur. 

wood. 

grass. 

1.  Vegetable. 

leaves. 

linen. 

cotton. 

stone. 

iron. 

2.  Mineral.       < 

brick. 

marble. 

snow  and  ice. 

65 


AGRICULTURE 

Trip  to  a  farm. 
Appearance  of  the  farm. 
Buildings  on  the  farm. 


66  THE   THIRD    SCHOOL   YEAR 

Animals  used  on  the  farm. 
The  work  of  the  farmer  at  this  season. 
His  work  at  other  seasons. 
Farming  implements. 
Improvements  in  methods  of  farming. 
Compare  primitive  farming  tools  with  the  improved 
machinery  of  to-day. 

II     NATURE  STUDY 

How  will  it  be  when  the  woods  turn  brown, 
Their  gold  and  crimson  all  dropped  down, 
And  crumbled  to  dust  ?    Oh,  then,  as  we  lay 
Our  ear  to  earth's  lips  we  can  hear  her  say, 
"In  the  dark,  I  am  seeking  new  gems  for  my  crown : 
We  will  dream  of  green  leaves  when  the  woods  turn 
brown."  — Lucy  Larcom. 

AUTUMN  CHANGES 

Signs  of  Autumn ;  Preparation  for  Winter. 
Discuss  changes  of  atmosphere — frost. 
What  flowers  are  now  blooming  ? 
What  birds  do  you  see  ?  insects  ? 
Appearance  and  condition  of  trees, — 

ripe  fruit,  nuts,  colored  leaves,  withdrawal  of  sap. 
Condition  of  gardens, — 

seeds,  vegetables. 
What  is  the  farmer  doing? 
Describe  a  walk  in  October — real  or  imaginary* 

PLANT  LIFE 

I.     LEAVES.     GENERAL  STUDY. 
Autumn.     Appearance  of  nature.    The  dying  leaves; 
the  beauty  of  their  coloring. 


OCTOBER  67 

1.  Their    life    story.      Appearance    during    growth, 
maturity  and  decay. 

2.  Review  parts,  shapes,  margins.     Have  pupils  col- 
lect leaves  and  arrange  in  classes  as  to  shapes,  veining, 
and  margins. 

3.  Teach  stipules,  lobes,  sessile  leaves. 

4.  Special    aims :     Recognition   of     more   varieties ; 
more   detailed   study  of  leaves;    function   of  parts   of 
the  leaf.     How  the  plant  breathes.     Veins  make  leaf 
spread  out  and  carry  sap.    Hairs  on  blade  hold  drops  of 
moisture. 

5.  Why  do  leaves  fall?    If  they  did  not,  what  would 
happen  to  the  branches  in  winter?     Absorbing  of  ma- 
terials  by    branches   and    roots    for   future   use — frost 
hastens  but  does  not  cause  the  autumn  change.    Tree  at 
rest — has  finished  the  year's  work. 

6.  Use  of  leaves  to  tree,  buds,  plants,  and  insects. 

7.  Use  to  man:  edible  leaves — asparagus,  rhubarb, 
celery,  spinach,  etc.     Onions  are  thick  leaves   full   of 
food.     We  pour  water  on  dry  leaves  to  make  tea.     Cab- 
bage, lettuce — whole  leaf  used  for  food. 

LEAVES    CLASSIFIED 

Shapes. 

1.  Broad  bases — violet,  birch,  morning  glory. 

2.  Widest  between  base  and  apex — apple,  quince, 

willow. 

3.  Widest  near  apex — some  oak  leaves. 

4.  Heart    shaped     or    cordate — violet,     morning 

glory,  lilac,  etc. 


68          THE  THIRD  SCHOOL  YEAR 

Margins. 

1.  Crenate,   rounded    notches — catnip,   geranium, 

violet,  etc. 

2.  Serrate  or  saw  toothed — teeth  pointing  toward 

apex,  elm,  cherry,  apple. 

3.  Dentate — asters,  dandelion,  hawk-weed. 

4.  Whole  or  entire  margins — honeysuckle,  lilac. 

5.  Wavy-dock  leaves. 

II.     SEEDS 

What  are  they — their  function.  Eecall  the  different 
ways  in  which  seeds  are  protected  and  scattered.  How 
are  the  dandelion  seeds  scattered?  The  clover?  Make 
black-board  classifications  of  seeds  scattered  in  different 
ways;  by  man,  by  animals,  by  wind. 

Have  pupils  make  collections  of  farm  and  garden 
seeds.  • 

Edible  Seeds. 

1.  Peas,  beans,  rice,  etc. 

2.  Cereals :   wheat,  corn,  oats,  rye. 

3.  Nuts :    chestnut,  walnut,  hickory,  etc. 

4.  Condiments  :   mustard,  nutmeg,  allspice. 
Seeds  used  for  making  drinks. 

Coffee,  chocolate  bean. 
For  Oil. 

Flax,  cotton  seed,  almonds. 
Harvesting  seeds. 
Commercial  value. 

III.     FRUITS 

What  fruits  are  now  ripe?  Summer  fruits.  Talk 
about  color  and  form  of  various  fruits.  Bring  speci- 


FRUITS 


70  THE    THIRD    SCHOOL    YEAR 

mens  to  class.  What  are  fruits — berries — vegetables  ? 
Compare. 

Eecall  what  children  have  learned  of  stone  fruits, 
fleshy  fruits,  dry  fruits. 

Use  of  fruits — to  reproduce  plants — for  food  and 
medicine. 

Value  and  use  as  food.  After  considering  home 
fruits,  discuss  imported  fruits. 

Prunes  are  dried  plums. 

Dates — dried  fruit  of  a  palm. 

Kaisins  are  fleshy  grapes  dried. 

Dried  'currants  are  the  raisins  of  a  small  grape. 

Pineapples,  like  raspberries  and  blackberries,  are 
many  fruits  grown  together  in  one. 

The  orange  is  a  berry 

Tomato, ,  egg  plant,  squash,  pumpkins,  cucumbers, 
string  beans,  are  fruits,  commonly  called  vegetables. 

SPECIAL  STUDY  OF  FRUITS  I  GRAPE,  PEACH 

I.  The  Grape. 

1.  General  appearance.     Form — size — color. 

2.  Parts  of  the  grape.    Skin, — color — surface — 

use.   Pulp, — color — fibrous— juicy.    Seeds, 
— number — color — form — how  fastened. 

3.  The  cluster.     Appearance — how  grapes  arc 

fastened — how  attached  to  the  vine. 

4.  Kinds  of  grapes. 

5.  Uses. 

6.  How  grapes  are  cultivated.    Yineyards. 

7.  Eipening  season.     How  marketed. 


OCTOBER  71 

II.    Study  the  Peach. 

Compare  these  fruits  with  dry  fruits — nuts. 
Observe  peach  tree  during  the  year. 

FOODS 

Flesh  making  foods.     Heat  giving.     What  they  are. 
Why  we  eat  them. 
Unwholesome  drinks. 
Bad  effects  of  tobacco. 

Ill     LITERATURE  AND  HISTORY 

LITERATURE 

About  two  weeks  of  this  month  will  be  occupied  in 
presenting  Ruskin's  "The  King  of  the  Golden  River." 
This  is  a  literary  classic  of  great  beauty,  written  by  a 
master  of  English  prose.  In  it  are  illustrated,,  not 
deeds  of  daring  and  bravery,  but  many  of  those  virtues 
and  vices  which  come  into  the  life  of  the  child.  Here 
greed,  selfishness,  dishonesty,  cruelty,  as  illustrated  by 
the  actions  of  Hans  and  Schwartz,  receive  their  merited 
punishment,  while  Gluck  is  rewarded  for  displaying 
those  virtues  which  we  would  emphasize  in  our  efforts 
to  train  the  habits  of  the  child. 

Present  the  story  somewhat  as  directed  in  previous 
month,  each  main  division  forming  a  lesson.  Let  the 
first  lesson  be  concerned  chiefly  with  the  old  knowledge. 
Recall  past  related  experiences  which  will  prepare  the 
way  for  the  story.  Connect  the  work  with  the  month's 
study  in  geography.  Show  pictures  of  water-falls, 
mountain  peaks,  etc. 

Suggestive  questions  to  be  given  each  day  after  the 


72  THE   THIED    SCHOOL   YEAR 

subject  matter  has  been  presented.  How  did  Hans  and 
Schwartz  become  so  wealthy?  What  do  you  think  of 
their  treatment  of  the  servants?  Why  were  they  called 
the  "Black  Brothers"  ?  How  did  Gluck  differ  from  them 
in  appearance?  Had  they  any  reason  for  treating  him 
so  unkindly?  In  this  part  of  the  story  what  shows 
that  Gluck  was  thoughtful  for  others  ?  etc. 

After  all  the  new  or  "second  step"  material  has  been 
developed,  there  wall  be  much  opportunity  for  contrast 
and  comparison.  Assist  the  children  to  draw  conclu- 
sions— to  formulate  the  generalizations.  By  definite 
questions  bring  the  thought  of  the  children  from  the 
individual  to  the  universal.  The  next  and  last  step  will 
be  the  application.  This  is  most  important.  Lead  them 
to  see  their  duty  along  these  lines. 

Oral  and  written  reproduction  will  be  discussed  under 
the  language  work  for  this  month. 

OUTLINE 

I.  The  Golden  Eiver. 

II.  Treasure  Valley. 

III.  The  Three  Brothers. 

IV.  South  Wind,  Esquire. 
V.  The  Golden  Mug. 

VI.     The  King  of  the  Golden  Kiver. 
VII.     The  Black  Stone. 
VIII.     The  Two  Black  Stones. 

STORIES  AND  POEMS 

I.  The  Frost.— H.  Gould. 

II.  How  the  Little  Water  Drops  Ean   Away   from 

Home. — Primary  Education. 


OCTOBER  73 

III.  The  Brook.— Tennyson. 

IV.  The  King  of  the  Golden  Eiver. — Ruskin. 
V.     Faded  Leaves. — Alice  Cary. 

FADED  LEAVES 

"The  hills  are  bright  with  maples  yet, 

But  down  the  level  land 
The  beech  leaves  rustle  in  the  wind 
As  dry  and  brown  as  sand. 

"The  clouds  in  bars  of  rusty  red 

Along  the  hilltops  glow, 
And  in  the  still  sharp  air,  the  frost 
Is  like  a  dream  of  snow. 

"The  berries  of  the  brier-rose 

Have  lost  their  rounded  pride; 
The  bitter-sweet,  chrysanthemums, 
Are  drooping,  heavy-eyed. 

"The  pigeons  in  black  wavering  lines 

Are  swinging  toward  the  sun; 
And  all  the  black  and  withered  fields 
Proclaim  the  summer  done. 

"His  store  cf  nuts  and  acorns  now 

The  squirrel  hastes  to  gain, 

And  sets  his  house  in  order  for 

The  winter's  dreary  reign. 

"  Tis  time  to  light  the  evening  fire, 
To  read  good  books,  to  sing 


74  THE    THIBD    SCHOOL    YEAR 

The  low  and  lovely  songs  that  breathe 
Of  the  eternal  spring." 

— Alice  Cary. 

"In  the  still  October  wood 

We  will  wander,  now,  to-day; 
Xuts  are  dropping  softly  down, 
Scarlet  leaves,  and  gold,  and  brown, 
Make  the  autumn  forest  gay." 

"This  is  the  way  the  leaves  come  down, 

Gently,  gently  falling, 
In  gold  and  brown  and  crimson  drest, 
Kocked  by  the  wind,  they  lie  and  rest. 
This  is  the  way  the  leaves  come  down, 

Gently,  gently  falling." 

"When  the  busy  breeze 

Whirls  the  leaves,  hear  them  sigh, 
Chilling  days  are  these; 
Little  folks,  good-bye ! 
Summer's  gone,  good-bye !" 

"  Til  tell  you  how  the  leaves  came  down/ 

The  great  tree  to  his  children  said; 
'You're  growing  sleepy,  Yellow  and  Brown, 
Yes,  very  sleepy,  little  Eed; 
It  is  quite  time  to  go  to  bed/  * 

"Children  are  we 

Of  the  restless  sea, 
Swelling  in  anger  or  speaking  in  glee; 


OCTOBER  75 

We  follow  and  race, 

In  shifting  chase, 
Over  the  boundless  ocean  space ! 
Who  hath  beheld  when  the  race  began? 

Who  shall  behold  it  run  ?" 

"Thus  said  Hiawatha,  walking 
In  the  solitary  forest, 
Pondering,  musing,  in  the  forest, 
On  the  welfare  of  his  people. 
From  his  pouch  he  took  his  colors, 
Took  his  paints  of  different  colors. 
On  the  smooth  bark  of  a  birch  tree, 
Painted  many  shapes  and  figures, 
And  each  figure  had  a  meaning, 
Each  some  word  or  thought  suggested/' 

A  FALL  SONG 

Golden  and  red  trees 
Nod  to  the  soft  breeze, 

As*  it  whispers,  "Winter  is  near ;" 
And  the  brown  nuts  fall 
At  the  wind's  loud  call, 

For  this  is  the  end  of  the  year. 

Now  the  days  grow  cold, 
And  the  year  grows  old, 

And  the  meadows  are  brown  and  sear; 
Brave  robin  red-breast 
Has  gone  from  his  nest, 

For  this  is  the  fall  of  the  year. 


76  .      THE   THIED    SCHOOL    YEAR 

I  do  so  softly  pray 

At  the  close  of  the  day 

That  the  children  so  dear 
May  as  purely  grow 
As  the  fleecy  snow 

That  follows  the  fall  of  the  year. 

— Selected* 

JACK  FROST 

HANNAH    F.    GOULD. 

The  Frost  looked  forth  on  a  still,  clear  night, 
And  whispered,  "Xow  I  shall  be  out  of  sight; 
So,  through  the  valley,  and  over  the  height, 

In  silence  I'll  take  my  way. 
I  will  not  go  on  like  that  blustering  train, 
The  wind  and  the  snow,  the  hail  and  the  rain, 
That  make  such  a  bustle  and  noise  in  vain; 

But  I'll  be  as  busy  as  they !" 

So  he  flew  to  the  mountain,  and  powdered  its  crest, 
He  lit  on  the  trees,  and  their  boughs  he  dressed 
With  diamonds  and  pearls;  and  over  the  breast 

Of  the  quivering  lake,  he  spread 
A  coat  of  mail,  that  it  need  not  fear 
The  glittering  point  of  many  a  spear 
Which  he  hung  on  its  margin,  far  and  near, 

\Vhere  a  rock  could  rear  its  head. 

He  went  to  the  window  of  those  who  slept, 
And  over  each  pane  like  a  fairy  crept; 
Wherever  he  breathed,  wherever  he  stepped, 


OCTOBEK  77 

By  the  morning  light  were  seen 

Most  beautiful   things !    there  were  flowers  and  trees, 
There  were  bevies  of  birds  and  swarms  of  bees; 
There  were  cities,  and  temples,  and  towers;  and  these 

All  pictured  in  silvery  sheen ! 

But  he  did  one  thing  that  was  hardly  fair : 
He  peeped  in  the  cupboard,  and  finding  there 
That  all  had  forgotten  for  him  to  prepare, 

"Now,  just  to  set  them  a-thinking, 
I'll  bite  this  basket  of  fruit/'  said  he; 
"This  costly  pitcher  I'll  burst  in  three! 
And  the  glass  of  water  they've  left  for  me, 

Shall  'tchick'  to  tell  them  I'm  drinking !" 

— Child  Life. 

HISTORY 

Let  the  first  weeks  of  this  month  be  spent  upon  work 
preparatory  to  celebrating  the  anniversary  of  the  dis- 
covery of  America,  October  12.  This  will  include  a 
sfudy  of  the  life  of  Columbus  and  his  voyage  to  the 
Ne\v  World. 

Follow  this  with  a  study  of  the  primitive  people 
found  here.  Consider  only  the  barbarous  Indians,  the 
class  with  which  the  early  settlers  came  in  contact. 
For  their  distribution  in  eastern  United  States  see 
Fiske's  History. 

Do  not  spend  time  on  the  detailed  study  of  the 
appearance  and  characteristics  of  the  Indian,  as  this 
has  been  considered  quite  fully  in  the  lower  grades. 
Use  the  pupil's  previously  acquired  knowledge  in  the 


78  THE   THIRD    SCHOOL   YEAR 

work  of  considering  the  Indian  along  the  lines  indicated 
in  the  outline. 

The  special  consideration  of  food  in  the  geography 
work  for  the  month  will  cause  the  children  to  be  eager 
to  decide  just  what  food  the  Indian  must  have  used 
under  these  primitive  conditions. 

In  discussing  their  shelter,  compare  with  the  half- 
civilized  class,  studied  in  the  second  year.  Contrast  the 
long  house  of  the  barbarous  with  the  Pueblo  of  the 
half-civilized. 

"Hiawatha's  Childhood/'  which  is  now  being  read 
by  the  pupils,  is  well  adapted  to  aid  them  to  under- 
stand the  life  development  of  this  people.  Who  was 
Hiawatha's  teacher?  About  what  did  he  learn?  etc. 

Let  this  work  be  followed  by  a  study  of  the  first 
permanent  English  settlement  here.  By  means  of 
simple  black-board  sketching  during  the  lesson,  this  can 
be  made  very  attractive  to  the  children.  Some  of  these 
sketches  may  be  copied  for  the  chart. 

The  girls  and  boys  are  much  in  sympathy  with  this 
subject,  entering  into  it  with  real  enjoyment,  so  that 
two  weeks  may  very  profitably  be  spent  upon  it.  As, 
according  to  Mr.  Fiske,  there  is  no  special  reason  for 
discrediting  the  story  of  Pocahontas,  relate  this  thrill- 
ing incident  while  concerned  with  the  marvelous  work 
of  John  Smith. 

One  of  our  most  suggestive  charts  was  an  historic 
chart  of  "Early  Virginia/'  containing  pictures  of  Smith, 
the  first  houses,  the  first  church,  the  stocks,  etc.  When 
pictures  were  not  available  for  this  use,  sketches  were 
made  from  different  books  on  history. 


OCTOBER  79 

THE  DISCOVERY  OF  AMERICA 

I.  The  Northmen.— Lief;  Eric  the  Eed. 
II.  Necessity  for  new  trade  routes  between  Europe 
and  Asia. 

III.  Christopher  Columbus. 

Early  years — school  life — sea  life. 

His  ideas  concerning  the  shape  and  size  of  the 

earth. 

His  plan  to  reach  India. 
Attempts  to  gain  aid  for  the  voyage. 

IV.  The  Great  Voyage. 

The  fleet  and  crew ;  caravels. 
V.  Subsequent  Voyages. 
VI.  Condition  of  the  New  Country. 
VII.  Inhabitants  found  there. 

What  do  pupils  know  of  their  appearance,  cus- 
toms, etc.  ?     Eecall  previous  study. 
Three  classes  of  Indians :    savage,   barbarous, 

half-civilized. 

Special  study  of  the  second  class — the  one  with 
which  the  early  settlers  came  in  contact. 

INSTITUTIONAL  LIFE  OF  THE  BARBAROUS  INDIANS 

Inhabited  all  of  North  America  East  of  the  Rocky 
Mountains. 

I.  Home  Life. 

1.  Food — Indian  corn,  beans,  pumpkins,   fish, 

wild  animals. 

2.  Shelter — round  house;  long  house. 

3.  Clothing. 


80  THE   THIED    SCHOOL   YEAR 

II.  School  Life. 

1.  Nature — the  teacher. 
4.  The  Indian  moons. 
III.  Religious  Life. 

1.  The  Great  Spirit;  happy  hunting  grounds. 

2.  Worship   of   dead   ancestors   and   powers   of 

nature. 

3.  Religious    ceremonies;    sacred    animals    and 

emblems. 
IV.  Industrial  Life. 

1.  Fighting,  the  chief  business;  hunting;  fish- 

ing. 

2.  Agriculture — raising  corn  and  vegetables. 

3.  Manufacturing — pottery, ,  pipes,    stone   tools 

and  weapons,  coarse  cloth. 
V.  The  Government  Life. 

1.  The    clan — composed    of    related    families. 

Elected  its  sachem  and  war  chiefs.  Houses 
and  food  belonged  to  the  clan.  Weapons 
and  trinkets  the  only  private  property. 

2.  The  tribe — composed  of  a  number  of  clans. 

The  tribal  council. 

THE  VIRGINIA  COLONY 

I.  The  Founding  of  Jamestown. 

1.  When  founded?     Why? 

2.  Number  and  character  of  the  settlers. 

II.  Relative     Position     of     Virginia;     Geographical 
Features. 

III.  Growth  of  Colony — Institutional. 

1.  Sickness  and  Indian  troubles;  John  Smith 
— Pocahontas. 


OCTOBER  81 

2.  New  colonists;  Lord  Delaware,  Sir  Thomas 

Dale. 

3.  Lines  of  development: 

a.  Home  life  —  houses  - —  furniture — food, 

etc. 

b.  Business    life;     communism;     slavery; 

occupations — building  houses,  bridges 
— trading  with  Indians — raising  corn, 
tobacco,  etc. 

c.  Schools  —  delay    in    establishing  —  first 

college. 

d.  Eeligious    life  —  first    church    a    board 

fastened  between  trees.  Church  of 
England. 

e.  Government;  charters.     First  governors 

— laws,  punishments — ducking  stool, 
stocks,  etc. 

IV    LANGUAGE 

Continue  the  oral  and  written  work  as  in  the  pre- 
ceding month. 

Aim  to  break  up  bad  habits,  e.  g.,  double  negative — 
"I  hain't  got  no  pen."  Substitute  a  correct  expression 
and  provide  frequent  occasions  for  its  use.  Teach  the 
correct  use  of  is  and  are,  was  and  were,  has  and  have, 
by  questions  which  will  call  these.,words  into  use. 

Give  frequent  dictation  exercises.  Bead  the  entire 
sentence — it  is  the  unit  of  thought  and  must  be  so 
recognized.  Eequire  the  correct  use  of  the  capitals 
and  the  punctuation  marks  used  during  the  previous 
year.  Teach  the  use  of  the  comma  as  separating  words 


82  THE   THIED    SCHOOL   YEAR 

of  a  series.     Prepare  exercises  similar  to  the  following, 
which  is  formed  from  the  work  in  literature. 

LANGUAGE "THE   KING   OF   THE    GOLDEN   RIVER" 

Each  day  have  the  children  reproduce  a  definite 
division  of  this  interesting  story  orally,  and  then  require 
them  to  write  it.  First  let  the  work  be  the  answers  to 
definite  questions — later,  when  thoroughly  familiar  with 
the  subject  matter,  they  may  discuss  short  divisions  by 
topics. 

By  this  method  accuracy  of  statement  and  orderly 
arrangement  are  best  secured.  This  also  simplifies  the 
work  of  the  pupil,  aiding  him  to  become  more  fluent 
by  making  it  unnecessary  for  him  to  stop  and  think  of 
what  should  come  next. 

This  story  affords  excellent  opportunity  for  writing 
character  sketches,  and  is  admirably  adapted  for  illus- 
trative work.  The  children  will  enjoy  sketching  the 
persons  and  scenes  as  they  appear  to  them. 

Suggestive  language  exercises  for  written  work : 

1.  Tell  about  the  Golden  River. 

2.  Describe  Treasure  Valley. 

3.  What  kind  of  men  were  Schwartz  and  Hans? 

4.  Tell  all  you  know  about  Gluck. 

DICTATION    EXERCISE — NATURE    STUDY    AND   GEOGRAPHY 

Apples  and  peaches  are  used  for  food. 
We  eat  fruits,  grains,  and  vegetables. 
Apples,  peaches,  pears,  and  plums  are  fruits. 
Corn,  wheat,  oats,  rye,  and  barley  are  grains. 
Houses  are  built  of  wood,  stone,  brick,  and  marble. 
We  make  clothing  of  cotton,  linen,  silk,  wool,  skins, 
and  furs. 


OCTOBEK  83 

SENTENCE    EXERCISE — HISTORY 

Columbus  hunting  grounds 

voyage  stone  hoe 

Indians  pipes 

barbarous  trinkets 

long-house  coarse  cloth 

weapons  domestic  animals 

buffalo  clan-sachem 

Ex.     I.  Write  full  answers  to  these  questions. 

1.  Why  did  the  London  Company  wish  to 

send  settlers  to  America? 

2.  How  many  came  to  the  river  which  they 

named  the  James  river? 

3.  What  kind  of  men  settled  Jamestown? 

4.  How  did  the  Indians  treat  them? 

5.  What  caused  so  many  to  become  ill? 

6.  How  did  John  Smith  save  the  men  from 

starving  ? 

Ex.    II.  Write  eight  statements  about  John  Snith. 
Ex.  III.  Tell  about  the  work  of  the  colonists. 

Use  the  words, — houses — food — clearing  land 
— building  bridges — tobacco — trading — 
slaves — Indian  corn. 

VIRGINIA 

Pupils  write  statements. 

1.  First  houses. 

2.  Furniture. 

3.  Food. 

4.  Clothes. 


84  THE   THIRD    SCHOOL   YEAR 

After  fifty  years. 

1.  Houses. 

2.  Furniture. 

3.  Food. 

4.  Clothes. 

READING 

Class  Work. 

"Columbus." — Stepping  Stones  to  Literature. 
"Hiawatha's  Childhood.'' — Riverside  Series. 
Selections  from  Ward's  Third  Eeader. 
Graded  Poetry — Third  Year. 

Seat  Reading. 

"How    the    Milkweed    Seed    Took    Wings/'    etc. — 
Autumn  Series. — All  the  Year  Round. 

Sight  Reading. 

"How.the  Leaves  Came  Down." — Susan  Coolidge. 
"Faded  Leaves." — Alice  Gary. 

Ihonic  Work. 

Daily  drills  throughout  the  year. 

V    NTTMBEK 

Continue  the  work  in  measuring,  as  a  real  knowledge 
of  distance  can  be  acquired  only  by  actual  measurement. 
Let  this  work  be  a  part  of  the  study  of  home  geography. 
Have  the  pupils  measure  buildings,  campus,  street, 
fences,  etc.,  using  yard  stick,  tape  line,  or  ten-foot  polo 
as  units  of  measurement.  Develop  rod  and  use  as  a 
unit  of  measurement. 

Although  the  detailed  study  is  limited  to  certain 
numbers  for  each  month,  this  must  not  interfere  with 


OCTOBER  85 

the  incidental  use  of  higher  numbers  in  these  exercises 
in  measuring. 

Use  number  facts  previously  acquired. 

Develop  numbers  from  thirty  to  forty,  emphasizing 
those  which  occur  in  the  tables.  Give  much  actual  use 
of  numbers  before  expecting  the  children  to  give  defi- 
nite results  from  memory.  In  learning  the  combina- 
tions the  child  must  make  haste  slowly.  Give  much 
practice  in  rapid  combinations  of  numbers. 

Eequire  the  pupils  to  write  the  third  table  and  repeat 
in  tabular  form. 

Find  relations  of  measures — dry  measure :  quart, 
peck,  bushel. 

Give  concrete  problems  related  to  the  work  of  the 
month — values  of  fruit,  seeds,  etc. 

How  many  tens  do  you  find  in  the  number  tnirty? 
Add  two  units  to  these  tens — what  do  we  call  this 
number  ? 

Develop  facts  by  board  illustrations. 

Rectangles:  2x16;  4x8. 

Draw  line  1  eight  inches  long;  draw  lines  2,  3,  and  4. 
Discover  and  state  ratios  of  these  lines.  The  eight- 
inch  line  is  what  part  of  the  32-inch  line,  etc.  ? 

The  number  36. 

Draw  a  square  6  in.  on  a  side.  Find  area — peri- 
meter. 

Draw  an  oblong  rectangle  that  shall  contain  36  sq. 
inches.  Find  perimeter.  The  length  is  what  part  of 
the  perimeter? — the  width? 


86  THE   THIED    SCHOOL   YEAB 

VI     THE   ARTS 

MUSIC. 

Exercises  in  Double  Measure. 
Beats,  Accent  and  Measure. 

Autumn  Songs. 
"Good-Bye  to  Summer." 
"Come,  Little  Leaves." 
"Jack  Frost." 
"Little  Boy  Blue." 

ILLUSTRATIVE    AND    FREE-HAND    DRAWING 

Hiawatha's  Childhood — illustrate. 

Indian  long  house;  round  house. 

Geographical  elements — see  geography  study. 

Leaves  showing  parts  and  veining. 

Continue  drawing  from  objects  resembling  the  type 
forms  of  the  preceding  month.  Select  objects  fine  in 
form  and  color  and  see  that  the  pupils  really  draw  from 
observation.  Aim  to  secure  large  free  drawings. 

A  writer  on  the  subject  of  form  study  says :  "The 
teaching  of  form  does  not  so  much  mean  the  teaching 
of  any  clear,  definite  form  in  its  mathematical  precision 
as  the  teaching  to  find  the  beauty,  utility,  fitness  to 
purpose,  of  any  and  all  forms."  She  uses  these  exer- 
cises for  developing  the  imagination : 

The  hemisphere  holds  or  contains — covers  or  pro- 
tects. Lead  the  child  to  make  discoveries. 

The  flower  cup  holds  the  dew. 

The  seed  cup  holds  the  seed. 

The  acorn  cup  holds  the  acorn. 

The  bird's  nest  holds  the  little  ones. 


BORDER  PATTERNS— LEAVES 


88  THE   THIRD    SCHOOL    YEAR 

COLOR  STUDY;  BRUSH  DRAWING  WITH  COLOR. 

Connect  with  the  study  of  autumn  changes.  Study 
the  natural  colors  found  -in  the  fruits  and  the  foliage. 
What  are  the  predominating  colors  at  different  seasons  ? 
Let  the  pupils  compare  Jthese  natural  colors  with  the 
pigmentary  colors  of  theicolored  papers.  Ask  them  to 
find  standards  in  the  fruib  and  leaves— to  match  shades 
and  tints.  Have  them  make  brush  drawings  of  these 
objects,  employing  pigments  or  water  colors  to  represent 
these  natural  colors. 

CLAY   MODELING 

Geometrical  forms  studied. 
Fruits  and  leaves. 

CONSTRUCTIVE   WORK 

Mount  leaves  and  arrange  on  ^charts,  grouping  a?  to 
shapes  and  margins. 

Make  seed  trays  of  different  shapes  and  dimensions 
using  card  board  or  heavy  paper. 

PICTURE    STUDY 

The  Grape  Eaters;  Fruit  Venders. — Murillo. 
VrLife   sketch   of   MurUlo   Van    Dyck;   Baby    Stuart; 
Children  of  Charles  I. 


BABY    STUART 
VAN  DYCK 


"And  now/'  said  the  Governor,  gazing 

Abroad  on  the  piled-up  store 
Of  the  sheaves  that  dotted  the  clearings, 
And  covered  the  meadows  o'er, 

"  'Tis  meet  that  we  render  praises, 
Because  of  this  yield  of  grain; 
'Tis  meet  that  the  Lord  of  the  harvest 
Be  thanked  for  His  sun  and  rain." 

I     GEOGRAPHY 

This  month  the  work  in  home  geography  is  concerned 
with  the  town  and  the  business  life  of  the  people. 

Connect  this  work  with  that  of  the  preceding  month. 
The  children  have  been  led  to  see  that  while  the  earth 
furnishes  the  materials  which  man  needs,  work  leads  to 
the  supplying  of  his  necessities. 

They  have  studied  one  branch  of  industry  in  con- 
nection with  their  work  on  food. 

Recall  the  trip  to  the  farm.  What  products  are 
obtained  from  the  farm,  garden,  etc. 

Based  upon  the  occupation  of  the  home  people,  dis- 
cuss the  other  chief  branches  of  industry — manufactur- 


90  THE    TH1BD    SCHOOL    YEAR 

ing,  mining,  commerce.  Develop  the  generalizations: 
manufacturing  is  making  articles.  Alining  is  taking 
minerals  from  the  earth.  The  business  of  exchanging 
goods  or  buying  and  selling  them  for  money  is  called 
commerce.  Show  that  all  the  home  people  are  engaged 
in  some  form  of  industry.  Eecall  something  of  the 
business  life  of  primitive  people.  Show  improvements 
in  various  forms  of  industry  since  our  grandfather's 
day.  Use  pictures  and  board  illustrations.  Compare 
our  articles  of  food  and  clothing,  and  our  buildings 
with  those  of  early  times.  Show  the  advantages  of 
exchange  of  labor;  something  of  its  development  and 
extent.  Lead  the  children  to  see  the  dependency  of 
man  upon  his  fellow  men. 

OCCUPATIONS    OF    HOME    PEOPLE 

Manufacturing. 

Stuely  in  a  general  way  the  manufacturing  of  the 

town  of  California. 
What  factories,  mills? 
Who  are  engaged  in  this  industry? 
Discuss  this  great  industry  along  the  Monongahela 

— glass  works,  steel  and  iron  works,  etc. 
Articles  we  use  that  were  manufactured  in  distant 

places. 
For  special  work   study  flax   and  the  making  of 

linen. 

Mining. 

Products  of  the  mine. 

To  what  extent  carried  on  in  California. 

Locate  some  mines  of  this  vallev. 


NOVEMBER  91 

Articles  we  use  that  were  mined  in  other  places. 
Special  work  on  coal  later. 
Commerce. 

What  products  of  farms  and  gardens  are  sent  away 

from  this  village. 
Name  some  articles  which  we  receive  from  other 

places. 
List  of  articles  farmers  and  manufacturers  want 

which  they  do  not  produce. 
Who  are  engaged  in  exchanging  goods? 
Our  trade  routes — railroad — river — common  roads 
Compare  these  means  of  transportation. 

MAP-DRAWING 

The  child  has  already  made  maps  of  the  school-room 
and  school-grounds,,  and  has  had  lessons  upon  direction. 
Lead  him  to  acquire  a  real  knowledge  of  distance.  Give 
much  practice  in  estimating  distance,  and  in  measuring 
by  using  different  units ;  this  will  prepare  for  the  work 
of  map-making.  Require  the  plan  of  the  home  village, 
California,,  drawn  to  a  given  scale.  The  points  of  the 
compass  may  be  fixed  definitely  from  the  school-house 
by  the  direction  of  the  street  and  the  railroad.  Have 
the  principal  streets,  the  railroad,  and  river  located,  also 
the  chief  business  places  and  important  buildings. 

MANUFACTURING SPECIAL. 

For  special  industrial  work  in  our  line  of  geography 
study,  the  subject  of  manufacturing  linen  has  been 
selected  for  this  month.  The  various  processes  are  quite 
within  the  grasp  of  the  child,  and  he  finds  the  subject 
full  of  interest. 


92  THE   THIRD    SCHOOL   YEAR 

Kecall  what  children  have  learned  in  previous  years 
concerning  wool  and  cotton.  Have  pictures  of  rippler, 
brake,  scutching  frame,  weaving  machine. 

Tell  something  of  the  history  of  this  industry.  Flax 
was  cultivated  from  the  earliest  times.  The  Egyptians 
in  the  time  of  Joseph  practiced  the  art  of  spinning  flax. 
Solomon  purchased  linen  yarn  in  Egypt.  The  mum- 
mies of  Egypt  were  wrapped  in  linen. 

Present  a  separate  division  of  the  subject  each  day. 
Compare  methods  of  preparing  other  clothing  materials. 
On  the  chart  place  children's  language  work  and  draw- 
ings; linen  fibre,  thread,  coarse  and  fine  cloth,  etc. 

FLAX — LINEN 

Material. — Linen  cloth,  thread,  tow,  raw  flax,  seed. 

OUTLINE    OF    TOPICS 

I.  The  Flax  Plant. 

1.  Where  found — soil. 

2.  General  appearance. 

a.  Stem — smooth,  slender — branching  near 

top;  fibrous  bark. 
&.  Leaves — small,  distant,  lanceolate. 

c.  Flower — beautiful  blue  in  color,  rarely 

white — develops  into  pods. 

d.  Seeds — brown — oval — oblong — flattened 

at  one  end — ten  in  pod. 
II.  The  Harvesting. 

The  crop  is  pulled  up  by  the  roots  when  seeds 

begin  to  fall.     Roots  are  all  laid  one  way. 
III.  Preparation  for  Spinning. 

1.  Eippling — tearing  off  bolls  or  capsules   by 


NOVEMBER  93 

pulling  stalks  through  teeth  of  an  iron 
comb. 

2.  Eetting    or    rotting — separating    fibre    from 

woody  core  or  boon.  Small  loose  bundles 
are  steeped  in  water  till  boon  begins  to  rot 
— time,  eight  to  ten  hours.  It  is  then 
spread  upon  grass  to  dry.  Dew  retting  is 
conducted  entirely  upon  the  grass. 

3.  The  brake. — The  dry  flax  is  again  bundled 

and  passed  through  a  brake  or  revolving 
rollers,  to  crack  the  woody  fibre  still  re- 
maining. 

4.  Scutching — -freeing  the  flax  from  the  broken 

woody  matter.  It  is  placed  in  a  slit  in  the 
scutching  frame,  where  it  is  struck  with  a 
flat  sword  until  the  fibre  is  clear. 

5.  Heckling  or  combing  removes  all  dirt  and 

arranges  the  fibres  in  a  parallel  order.  The 
fibre  is  now  soft,  fine  and  silky  looking. 

IV.  Spinning. 

The  fibre  is  spun  into  yarn  after  it  has  been 
sorted  into  different  grades.  Skeins  of 
three  hundred  yards  are  called  leas.  Ten 
leas  make  a  hank  and  twenty  hanks  a 
bundle. 

V.  Weaving. 

The  yarn  is  woven  into  cloth  on  a  kind  of 
machine  called  a  loom. 

VI.  Uses  of  Linen. 

Used  to  make  articles  of  clothing,  table  cloths, 
towels,  thread,  lace,  paper,  etc. 


94  THE    THIED    SCHOOL    YEAE 

VII.  Compare  linen  with  other  kinds  of  cloth  used  for 
clothing. 

Cotton. 

Cotton  is  raised  in  almost  all  warm  countries.  It 
requires  a  warm  climate,  free  from  frost  about  one-half 
of  the  year.  Much  moisture  is  necessary  while  the  plant 


COTTON    BLOSSOM 

is  growing.  The  best  quality  of  cotton  is  raised  in  the 
southern  portion  of  the  United  States.  Texas.  Missis- 
sippi, Georgia,  Alabama  and  South  Carolina  are  cotton 
states. 

Cotton  is  planted  about  the  last  of  April  or  the  first 


NOVEMBER 


95 


of  May.  It  is  planted  in  ridges  which  are  made  by 
throwing  two  furrows  together.  Two  kinds  are  raised 
in  this  country — the  upland  or  short  staple  and  Sea 
Island  or  long  staple. 


COTTON   LEAF  AND  BOLL 


The  plants  vary  greatly  in  height ;  they  usually  range 
from  two  to  six  feet,  but  have  been  found  to  grow  much 
larger.  The  height  of  the  plant  depends  upon  the  char- 
acter of  the  soil,  the  season,  and  the  kind  of  cotton. 


96 


THE    THIRD    SCHOOL    YEAR 


The  large,  beautiful  leaves  are  shaped  something  like 
the  hollyhock  and  are  of  a  soft,  satiny  green. 

About  the  middle  of  June  the  plant  begins  to  blos- 
som. The  first  day  the  blossoms  are  of  a  creamy  white 


PICKING  COTTON 


color.     On  the  second  day  they  change  to  a  pale  rose 
color.     Soon  they  drop  off  and  the  bolls  appear. 

The  seed  pod  or  boll  is  about  as  large  as  a  bean.     In 
six  weeks  it  is  as  large  as  a  small  peach.     The  snowy 


NOVEMBER  97 

puff  of  cotton  forms  a  nice  covering  for  the  growing 
seeds  of  the  plant. 

Some  of  the  bolls  are  ripe  and  ready  for  picking  in 
July.  The  picking  season  lasts  for  several  months, 
sometimes  extending  until  nearly  Christmas.  ,  » 

The  cotton  is  carried  in  wagons  to  the  gin  where  it  is 
separated  from  the  seed  and  packed  into  bales  which 
weigh  about  five  hundred  pounds. 

II     NATURE  STUDY 

The  aged  Indian  Michabo,  having  taken  his  pipe  and 
smoked  until  the  air  is  full  of  smoke,  has  now  gone  to 
sleep.  We  call  these  beautiful  days  the  Indian  summer 
season,  and  we  know  that  Nature,  too,  is  preparing  for 
her  long  sleep. 

In  previous  years  the  child  has  been  led  to  see  how 
carefully  and  wisely  plants  and  animals  prepare  for 
this  long  resting  tin:e.  Eecall  this  knowledge  and 
connect  with  the  study  of  autumn  changes  during  last 
month. 

What  have  children  learned  of  man's  preparation  for 
winter?  What  fruits  and  vegetables  are  now  being 
stored  away?  Where  are  they  being  stored?  Study 
vegetables  or  fleshy  roots  as  food.  Connect  with  the 
October  work  on  food. 

ROOTS   AND  TUBERS  AS   FOOD 

What  parts  of  the  plant  have  pupils  used  for  food? 
Seeds — leaves — fruits,  etc.  The  root  is  the  most  im- 
portant part  of  the  plant. 


98  THE    THIRD    SCHOOL    YEAR 

Uses. 

Holds  plant  in  the  ground. 
Gathers  food  from  the  air  and  the  ground. 
Store-houses  of  the  early  blossoms. 
Food  for  man  and  animals. 
Fleshy  Roots. 

Turnip,,  beet,,  parsnip,,  radish,  carrot,  etc. 
Structure. 

Of  what  composed — parts — form — color. 
Discuss  the  general  appearance  of  the  plant — seed — 
when  sowed — time  necessary  for  maturing. 
How  prepared  and  used  as  food. 
Compare    the    different    vegetables.      Compare    with 
fruits — with   fibrous   roots.      How   is   this   food   stored 
away  ?     What  roots  or  vegetables  are  now  stored  in  the 
cellar  ? 

ANIMAL    COVERINGS — THE    SKIN 

What  changes  do  we  make  in  our  clothing  as  winter 
approaches  ? 

Changes  made  in  animal  coverings. 

Adaptation  of  animal  coverings  to  their  modes  of  life. 

SKIN   OF   THE   HUMAN   BODY 

Use,  structure,  care  of  the  skin. 

Ill     LITEEATUEE  AXD  HISTOEY 

LITERATURE 

At  this  time,  as  a  part  of  the  Thanksgiving  literature, 
several  poems  are  given  which  will  require  more  critical 
interpretative  study  than  has  heretofore  been  deemed 


VEGETABLES 


100  THE    THIED    SCHOOL    YEAE 

necessary  for  some  of  the  simple  nature  poems  which 
have  been  presented.  Many  of  the  suggestions  given  for 
the  study  of  the  story  in  previous  months  will  serve 
here. 

Suggestions  for  study  of  "The  Landing  of  the  Pil- 
grim Fathers/' 
Teacher's  Preparation. 

Divide  the  poem  into  its  respective  stages.  Discover 
the  underlying  thought  of  generalization.  Note  what 
application  can  be  made.  Make  a  line  or  thought 
analysis.  Note  adaptation  of  language  to  the  character 
of  the  poem.  Decide  upon  what  word  and  blackboard 
illustrations  to  use — what  pictures. 
Presentation. 

Becall  children's  knowledge  of  this  historical  event, 
supplying  such  material  as  will  help  to  form  a  good 
setting  for  the  poem.  Lead  them  to  note  what  part  of 
the  poem  forms  ^the  introduction — where  the  story  or 
incident  begins.  What  is  the  picture  given  in  the  open- 
ing stanzas — make  mental  picture  vivid  by  graphic 
description  of  existing  conditions.  Why  do  you  know 
the  storm  was  h^avy?  Question  concerning  "breaking 
waves,"'  "rockbound  coast/'  "giant  branches."  After 
developing  difficult  and  doubtful  words  and  phrases, 
call  attention  to  elements  of  subject  matter.  Contrast 
the  coming  of  the .  conqueror  and  the  coming  of  the 
"flying"  with  the  manner  in  which  these  Pilgrims  came 
— third  and  fourth  stanzas.  Which  stanzas  tell  of  the 
people  who  came — note  different  classes  of  people. 
Discuss  various  objects  which  might  have  brought  them 
from  their  homes.  Bring  out  distinctly  their  real  object 
in  coming  to  this  country — compare  motives  which 


NOVEMBER  101 

influenced  early  Jamestown  settlers.  Did  the  Pilgrim 
Fathers  find  what  they  sought  here?  How  did  they 
leave  it  for  us? 

POEMS 

Thanksgiving  Poems. — Whittier. 

A  Song  of  Harvest. 

The  Corn  Song. 

The  Landing  of  the  Pilgrims. — Mrs.  Hemans. 
The  Mountain  and  the  Squirrel  .—Emerson. 

From  "For  an  Autumn  Festival." — Whittier. 

Once  more  the  liberal  year  laughs  out 
O'er  richer  stores  than  gems  or  gold, 

Once  more  with  harvest  song  and  shout 
Is  Nature's  bloodless  triumph  told. 

Our  common  mother  rests  and  sings, 

Like   Euth   among  her  garnered  sheaves; 

Her  lap  is  full  of  goodly  things, 

Her  brow  is  bright  with  autumn  leaves. 

This  day,  with  all  its  many  joys, 
Has  come  to  gladden  girls  and  boys; 
The  table's  spread  with  bounteous  store, 
How  can  we  ever  hope  for  more ! 
We  wish  that  every  one  were  gay 
Upon  Thanksgiving  Day ! 

— Wide  Awake. 


102  THE   THIED    SCHOOL   YEAR 

THANKSGIVING 

The  ripe,  rosy  apples  are  all  gathered  in, 
They  wait  for  the  winter  in  barrel  and  bin; 

And  nuts  for  the  children,  a  plentiful  store, 
Are  spread  out  to  dry  on  the  broad  attic  floor. 

The  great  golden  pumpkins,  that  grew  such  a  size, 
Are  ready  to  make  into  Thanksgiving  pies; 

And  all  the  good  times  that  the  children  hold  dear 
Have  come  round  again  with  the  feast  of  the  year. 

Now,  what  shall  we  do  in  our  bright,  happy  homes 
To  welcome  this  time  of  good  times  as  it  comes? 

And  what  do  you  say  is  the  very  best  way 

To  show  we  are  thankful  on  Thanksgiving  Day? 

The  best  thing  that  hearts  that  are  thankful  can  do 
Is  this :    to  make  thankful  some  other  hearts,  too. 

For  lives  that  are  grateful,  and  sunny,  and  glad, 
To  carry  their  sunshine  to  lives  that  are  sad; 

For  children  who  have  all  they  want  and  to  spare, 
Their  good  things  with  poor  little  children  to  share. 

For  this  will  bring  blessing,  and  this  is  the  way 
To  show  we  are  thankful  on  Thanksgiving  Day. 


NOVEMBER  103 

TALKING  IN  THEIR  SLEEP 

"You  think  I  am  dead/' 

The  apple  tree  said, 
"Because  I  have  never  a  leaf  to  show; 

Because  I  stoop 

And  my  branches  droop, 
And  the  dull  gray  mosses  over  me  grow. 
But  I'm  alive  in  trunk  and  shoot, 

The  buds  of  next  May 

I  fold  away, 
But  I  pity  the  withered  grass  at  my  root." 

"You  think  I  am  dead/7 

The  quick  grass  said, 
"Because  I  have  parted  with  stem  and  blade; 

But  under  the  ground 

I  am  safe  and  sound, 

With  the  snow's  thick  blanket  over  me  laid. 
I'm  all  alive  and  ready  to  shoot 

Should  the  spring  of  the  year 

Come  dancing  here, 
But  I  pity  the  flower  without  branch  or  root." 

"You  think  I  am  dead," 

A  soft  voice  said, 
"Because  not  a  branch  or  root  I  own. 

I  never  have  died, 

But  close  I  hide 

In  a  plumy  seed  that  the  wind  has  sown. 
Patient  I  wait  through  the  long  winter  hours — 


104  THE   THIKD    SCHOOL   YEAE 

You  will  see  me  again — 
I  shall  laugh  at  you  then 
Out  of  the  eyes  of  a  hundred  flowers." 

—Edith  M.  Thomas. 

STOKY   OF   THE   PILGRIMS 

Children,  do  you  know  the  story 
Of  the  first  Thanksgiving  Day, 

Founded  by  our  Pilgrim  Fathers 
In  that  time  so  far  away? 

They  had  given  for  religion 

Wealth,  and  comfort,  yes,  and  more, 

Left  their  homes  and  friends  and  kindred 
For  a  bleak  and  barren  shore. 

On  New  England's  rugged  headlands, 
Now  where  peaceful  Plymouth  lies; 

There  they  built  their  rude  log-cabins, 
?Neath  the  cold,  forbidding  skies. 

And  too  often  e?en  the  bravest, 

Felt  his  blood  run  cold  with  dread; 

Lest  the  wild  and  savage  red  man 
Burn  the  roof  above  his  head. 

Want  and  sickness,  death  and  sorrow, 
Met  their  eye  on  every  hand; 

And  before  the  spring-time  reached  them 
They  had  buried  half  their  band. 

But  their  noble  brave  endurance 
Was  not  everrwrl  in  vain  ; 


NOVEMBEK  105 

Summer  brought  them  brighter  prospects, 
Kipening  seed  and  waving  grain. 

And  the  patient  Pilgrim  mothers 

As  the  harvest  time  drew  near, 
Looked  with  happy,  thankful  faces, 

At  the  full  corn  in  the  ear. 

So  the  governor,  William  Bradford, 

In  the  gladness  of  his  heart, 
To  praise  God  for  all  His  mercies, 

Set  a  special  day  apart. 

This  was  in  the  autumn,  children, 

Sixteen  hundred  twenty-one; 
Scarce  a  year  from  when  they  landed, 

And  the  colony  begun. 

And  now,  when  in  late  November 

Our  Thanksgiving  feast  is  spread, 
?Tis  the  same  time-honored  custom 

Of  those  Pilgrims  long  since  dead. 

We  shall  never  know  the  terrors 

That  they  braved,  years,  years  ago; 

But  for  all  their  struggles  gave  us, 
We,  our  gratitude  can  show. 

— Selected. 

SONG  OF  THE  COTTON  PLANT 

Sing,  oh  sing  for  the  cotton  plant! 

Bravely  may  it  grow, 
Bearing  in  its  seeded  bolls 

Cotton  white  as  snow ! 


106  THE   THIED    SCHOOL   YEAR 

Spin  the  cotton  into  thread; 

Weave  it  in  the  loom; 
Wear  it  now,  dear  little  child, 

In  your  happy  home ! 

When  you've  worn  it  well  and  long, 

Will  it  worthless  be? 
No;  a  book  made  from  this  dress 

You  yet,  in  time,  may  see. 

Sort  the  rags  and  grind  to  pulp; 

Weave  the  paper  fair; 
Now  it  only  waits  for  words 

To  be  printed  there. 

Thoughts  from  God  to  man  sent  down 

May  these  pages  show. 
Sing,  oh  sing  for  the  cotton  plant, 

Bravely  may  it  grow ! 

May  ten  thousand  cotton  plants 
Spring  up  fresh  and  fair, 

That  words  of  wisdom  and  of  love 
O'er  all  the  world  shall  bear. 


HAEVEST  IS  COME 

Harvest  is  come.     The  bins  are  full, 

The  barns  are  running  o'er; 
Both  grains  and  fruits  we've  garnered  in, 

Till  we've  no  space  for  more. 


NOVEMBER  107 

We've  worked  and  toiled  through  heat  and  cold 

To  plant,  to  sow.,  to  reap; 
And  now  for  all  this  bounteous  store 

Let  us  Thanksgiving  keep. 

— Selected. 

For  the  fruits  upon  the  tree, 
For  the  birds  that  sang  of  Thee, 
For  the  earth  in  beauty  drest, 
Father,  mother  and  the  rest; 
For  Thy  precious  loving  care, 
For  Thy  bounty  everywhere, 
Father,  we  thank  Thee! 
Father,  we  thank  Thee! 
Father  in  Heaven  we  thank  Thee ! 

— Mary  Mapes  Dodge. 

NOVEMBER 

The  leaves  are  fading  and  falling, 

The  winds  are  rough  and  wild, 
The  birds  have  ceased  their  calling 

But  let  me  tell  you,  my  child, 
Though  day  by  day,  as  it  closes, 

Doth  it  darker  and  colder  grow; 
The  roots  of  the  bright  red  roses 

Will  keep  alive  in  the  snow. 

And  when  the  winter  is  over, 

The  boughs  will  get  new  leaves, 
The  quail  come  back  to  the  clover, 

The  swallow  come  back  to  the  eaves. 


108  THE    THIED    SCHOOL   YEAR 

The  robin  will  wear  on  his  bosom 

A  vest  that  is  bright  and  new, 
And  the  loveliest  wayside  blossoms 

Will  shine  with  the  sun  and  dew. 

The  leaves  to-day  are  whirling, 

The  brooks  are  dry  and  dumb, 
But  let  me  tell  you,  my  darling, 

The  spring  will  be  sure  to  come. 
So,  when  some  dear  joy  loses 

Its  beauteous  summer  glow, 
Think  how  the  roots  of  the  roses 

Are  kept  alive  in  the  snow. 

— Alice  Cary. 

LOCAL  HISTORY TOWN   OF   CALIFORNIA 

I.  Name. 

Why  so  called.     Story  of  the  gold  discovery  in 
the  state  of  California. 

II.  Location. 

On  which  bank  of  the  Monongahela. 
Nearest  towns  and  cities. 
Advantages  of  situation. 

III.  Early  History. 

1.  Indian    life    here.      Eelics    found.      Burial 

ground.     Characteristics  of  the  tribe.    The 
old  Indian  road.     The  Council. 

2.  The  early  settlers.    Who  they  were ;  the  first 

houses. 

3.  Town. — When  laid  out.   Direction  of  streets. 

Size  and  value  of  the  lots. 


NOVEMBER  109 

IV.  Growth  of  California. — Institutional  Life. 

1.  Homes. — Kinds  of  houses,,  etc. 

2.  Business    life. — Early    business    life — mills, 

boat-yard,,  steam  tannery/  etc.  Occupa- 
tions of  the  people  to-day.  Connect  with 
the  work  in  geography.  Travel  and  trans- 
portation. Early  modes  of  travel. — Horse- 
back, stage-coach,  ferry-boat.  Boutes. — 
Historic  Brownsville  road,  i.  e.,  The  Nat- 
ional Pike.  Compare  modes  of  travel  and 
transportation  to-day  with  those  of  early 
times.  Compare  travel  by  rail  with  travel 
by  water. 

3.  School  and  school-grounds.     The  old  Acad- 

emy.    The   Normal   School.— The   Model. 

4.  Church  life.     The  first  church.     Growth  in 

this  line. 

5.  The  government  life. 

1.  The  borough — what  it  is. 

2.  Officers  and  their  duties.   Burgess.   Jus- 

tice of  the  Peace.     School  directors. 
Assessors.     Other  officers. 

SETTLEMENT. — MASSACHUSETTS. 

Ideas  of  Massachusetts. 

The  Pilgrims — recall  previous  study. 
Locate  places  on  blackboard  maps. 
Stories  of  Colonial  Children. — Pratt. 

Colonial  Schools. 

Their  Sabbaths. 

Books,  Newspapers. 

Indian  Troubles. 

Hundred  Years  from  the  Settlement. 


110  THE    THTED    SCHOOL   YEAR 

THANKSGIVING    DAY — SIGNIFICANCE     AND     OBSERVANCE 

Festivals  of  the  Israelites. 

Pentecost,  or  the  feast  of  weeks. — Lev.  23. 

A  festival  for  the  harvest. 
Feast  of  Tabernacles. — Dent.  16. 

A  special  thanksgiving  for  the  safe  ingathering 

of  the  crops. 

The  Pilgrim's  first  Thanksgiving. 
Our  Thanksgiving  Observance. 

IV     NUMBEE 

Have  the  children  make  constant  use  of  the  number 
ideas  previously  gained. 

Develop  the  new  numbers  to  fifty,  devoting  the  time 
chiefly  to  numbers  42,  48,  and  49. 

Before  making  maps  of  the  school  room  and  the 
town  give  the  pupils  considerable  practice  in  the  use 
of  scales  in  drawing,  e.  g.,  one  inch  to  one  foot;  one- 
eighth  inch  to  a  foot;  one-half  inch  to  one  yard,  etc. 
For  the  map  of  the  village  of  California,  a  drawing 
of  convenient  size  can  be  made  by  allowing  one  inch 
to  represent  the  length  of  a  square. 

Let  the  practical  problems  be  concerned  largely  with 
the  buying  and  selling  of  fruits,  vegetables,  and  articles 
of  clothing.  Bring  in  units  of  measure  that  the  chil- 
dren may  see  the  actual  amount — make  drawings  show- 
ing their  comparative  sizes.  For  helpful  suggestions  in 
the  use  of  concrete  problems  see  "Speer's  Primary 
Arithmetic." 

Give  the  children  opportunity  to  make  problems. 

Ask  for  ratios  of  numbers — parts  to  whole. 


NOVEMBER  111 

Have  the  fourth  table  constructed  and  repeated. 
Give   exercises   in   counting   by   given   numbers — by 
threes,  fours,  etc. 

Examples. 

Let  line  A  represent  one  peck;  draw  B  representing 
one-half  bushel,  and  C  one  bushel. 

Line  A  is  what  part  of  line  C  ?  The  cost  of  a  peck 
is  what  part  of  the  cost  of  a  bushel? 

At  ten  cents  a  peck  what  will  a  bushel  of  turnips 
cost?  What  will  three-fourths  of  a  bushel  cost? 

If  a  bushel  of  potatoes  cost  48  cents,  what  will  a 
peck  cost?  What  will  a  half-bushel  cost? 

At  six  cents  a  half-peck  how  many  pecks  of  potatoes 
can  you  get  for  48  cents  ? 

V    LANGUAGE 

Have  much  oral  work  in  narration  and  description. 
Give  frequent  opportunity  for  the  use  of  this,  that, 
these,  those,  and  simple  verb  forms,  e.  g.,  grow,  grows; 
raise,  raises. 

Let  the  children  describe  an  act,  e.  g.,  harvesting  or 
threshing  of  wheat.  Help  them  to  use  new  words  by 
substituting  a  new  or  an  unfamiliar  word  for  one  in 
common  use. 

After  the  different  subjects  have  been  developed  and 
the  generalizations  well  formulated  orally,  have  them 
carefully  reproduced  in  writing,  using  blackboard 
questions  as  before  directed. 

DICTATION    EXERCISE STORING    FOOD 

The  farmer  stores  grain  in  the  granary. 


112  THE   THIKD    SCHOOL   YEAE 

Farmers  store  beets,  turnips,  and  potatoes  in  the 
cellar. 

They  bury  cabbage  in  the  ground. 

Apples,  too,  are  often  buried. 

Mr.  White  buries  apples  in  his  garden. 

The  farmer  raises  many  grains. 

Some  farmers  raise  corn,  wheat,  rye,  and  barley. 

SPELLING 

As  spelling  is  such  an  important  part  of  education 
it  is  necessary  that  we  assist  the  pupil  to  secure  the 
ability  to  become  a  good  speller.  We  can  best  do  this 
by  aiding  him  to  develop  what  has  been  called  the 
"spelling  mind,"  or  a  mind  having  a  distinct  mental 
picture  of  words.  Spelling,  therefore,  becomes  the 
study  of  form — lessons  in  sense  perception,  rather  than 
the  memorizing  of  letters  which  go  to  make  up  the 
words. 

It  is  our  aim  not  to  treat  this  branch  of  school  study 
as  an  isolated  subject  but  as  a  vital  part  of  all  other 
subjects.  As  each  subject  is  developed,  the  words  re- 
lating to  it  are  taught.  From  a  line  of  work,  such  as 
nature  study,  we  classify  or  group  .these  words  into 
those  relating  to  insects,  leaves,  flowers,  fruits,  etc. 
The  pupil  is  required  not  only  to  pronounce  and  write 
these  words  but  frequent  opportunity  is  provided  for 
their  use. 

At  this  period  of  the  child's  school  life  we  wish  to 
aid  him  to  build  a  good  working  vocabulary — to  this 
end  we  omit  all  those  words  which  have  no  part  in 
his  life  and  can  not  be  so  assimilated  as  to  become 
necessary  to  him. 


NOVEMBER  113 

SENTENCE  EXERCISE CLOTHING 

1 .  Sheep — wool — rolls — yarn — cloth. 

2.  Cotton  plant — cotton  bale — yarn — muslin. 

3.  Cocoon — silk  thread — skein — ribbon — dress  goods. 

4.  Flax  plant — fibre — linen  thread — cloth — lace. 

5.  Otter — beaver — ermine — fur — seal  skin. 

THE    TURNIP 

Mamie  Cross,  age  8. 
(Answers  to  written  questions.) 
The  turnip  is  a  fleshy  root. 
It  takes  it  two  years  to  go  to  seed. 
The  parts  of  the  turnip  are  the  skin  and  the  flesh. 
The  form  of  the  turnip  is  flat  and  round. 
I  can  say  that  some  turnips  are  red  on  the  top  and 
white  on  the  bottom. 

The  color  of  the  turnip  is  white  and  red. 

We  use  the  turnip  in  the  fall. 

We  bury  the  turnips  and  put  them  in  barrels. 

SELECTIONS    FOR  READING 

Class  Work. 

"The  Flax."— Hans  Anderson   (adapted).     S.  S.  L. 
"The  Flax  Flower."— S.  S.-L. 
"Hiawatha's  Fasting/' — Riverside  Series. 

Seat  Reading. — Autumn  Series. 
"Frost  Pictures/' 
"Little  White  Fairies/' 
"Winter  Quarters."     "Yearly  Travelers." 

Sight  Reading. 

"Story  of  the  Pilgrims."— Booklet— Ed.  Pub.  Co. 


114  THE   THIED    SCHOOL   YEAR 

VI     THE  ARTS 

THANKSGIVING  SONGS 

Over  the  Mountain  Wave. 

The  Corn  Song.—Whittier. 

The  Landing  of  the  Pilgrims. — Mrs..  Hemans. 

A  Child's  Thanksgiving. 

Exercises  in  triple  and  quadruple  measure. 

DRAWING 

Map  drawing — home  geography. 

Subjects  relating  to  the  manufacture  of  linen. 

Illustrate  "Story  of  the  Pilgrims." 

PAINTING 

Designs  for  prints — related  to  study  of  clothing. 
Vegetables :    beet,  turnip,  carrot,  etc. 

CLAY  MODELING 

Objects  resembling  the  type  forms. 
Model  vegetables  studied. 

PICTURES 

The  Embarkation  of  the  Pilgrims. 
The  Landing  of  the  Pilgrims. 
John  Alden  and  Priscilla. 

CHART   WORK 

Chart  of  painting  and  language  work. 
Thanksgiving   chart   containing  pictures   and   illus- 
trated stories  by  the  children. 


"Free  as  the  mountain  air, 
Bright  as  the  morning  dew, 

Tender,  calm,  and  fair, 

May  Christmas  come  to  you." 

I     GEOGRAPHY  AND  NATURE   STUDY 

COAL  AND  MINING 

In  accordance  with  the  plan  of  having  the  child's 
environment  furnish  the  subject  matter  for  his  mental 
development,  the  subject  of  coal  and  mining  has  been 
selected  for  this  time,  the  general  study  of  occupations 
having  prepared  the  way  for  detailed  work  upon  this 
industry.  As  the  town  of  California  is  situated  in  the 
soft  coal  district,  one  mine  being  within  a  few  rods  of 
the  school  buildings,  the  children  already  have  the 
deepest  interest  in  this  subject. 

Lead  the  children  to  talk  freely  about  coal,  mines, 
and  miners.  Have  them  determine  the  qualities  of 
coal  by  handling,  observing  it  burn,  etc.  Give  a  simple 
account  of  the  plant  nature  of  coal  and  of  the  processes 
of  heat  and  moisture  which  gave  it  its  present  form. 
Make  a  diagram  of  a  mine  showing  main  shafts  and 
passages.  Use  pictures  and  drawings. 

Material. — Specimens  of  different  kinds  of  coal, 
coke,  charcoal,  peat. 

115 


116  THE    THIED    SCHOOL   YEAR 

GENERAL   PLAN    OF   WORK 

I.  'Characteristics  of  Coal. 

1.  Properties. — Color,  structure,  luster,  etc. 

2.  Traces  of  organic  structure. 

3.  Compare  different  kinds  of  coal. 

4.  Character  of  coal  beds. 

II.  How  Coal  is  Obtained. 

1.  Appearance  of  a  coal  mine. 

2.  The  work  of  miners.     Tools.     The  motor. 

3.  The  Davy  lamp.    Gases  and  ventilation. 

III.  Uses  of  Coal. 

IV.  Commercial  Value  and  Transportation. 

EVERGREENS 

In  our  search  for  concrete  material  for  nature  study 
we  can  find  no  more  interesting  work  for  the  Christmas 
season  than  the  study  of  evergreens.  Many  of  these 
trees  are  in  the  campus  and  about  the  homes  of  the 
children.  What  do  children  know  of  them?  Teach 
them  to  recognize  more  varieties. 

Beauty  of  the  evergreens. 

Value  to  birds  and  animals. 

Use  at  Christmas.     Use  as  shade  trees. 

Compare  with  other  trees. 

Study  the  parts  of  the  evergreen. 

For  class  work  have  branches,  buds,  cones. 

I.  Needles. 

Why  called. 

Color,  shape,  size,  arrangement. 

Adaptation  to  winter — compare  with  leaves. 


DECEMBER 


117 


II.  Buds. 

Where  found — number. 
How  protected. 
Use.  - 


CONE   AND   BRANCH 


III.  Cones. 

How  made  up — character  of  scales  and  seeds. 

Color,,  shape  and  size  of  the  cone. 

Why  called  fruit — compare  with  other  fruits. 


118  THE   THIKD    SCHOOL   YEAR 

SNOW 

I.  What  Snow  Is  (frozen  water). 
II.  Characteristics  of  Snow  Crystals. 

Color — shapes — number  of  sides. 
Give  out  light— prismatic  edges  give  colors  of 
the  rainbow.     Fill  more  space  than  water. 

III.  Uses  of  Snow. 

Stores  moisture,  melts  and  irrigates  dry  places. 
Protects  roots  of  plants. 

Snowflakes  collect  dust  and  leave  the  atmos- 
phere pure. 

IV.  Pleasures  Afforded  by  Snow. 

Makes  the  winter  season  beautiful. 

Furnishes  opportunity  for  sleighing,   coasting, 

etc. 

V.  Where  it  Never  Snows. 
VI.  Where  There  is  Snow  All  the  Year. 

Connect  with  geography  work  on  cold  countries. 

II     LITERATURE   AND   HISTORY 

LITERATURE 

Stories  and  Poems. 

The  North  Wind  and  the  Snow  Princess. — Garden 

and  Field. 
Whittier — Biography  and  Birthday  Observance. 

In  School  Days. 

The  Birds'  Christmas  Carol. — Wiggin. 
Christmas  Poems : 

The  Lonely  Pine  Tree.— All  the  Year  Round. 

The  Sparrows. — Celia  Thaxter. 

Christmas  Carol. — Brooks. 


DECEMBER  119 

JOHN    GREENLEAF    WHITTIER 

I.  Early  Life. 

1.  Birthplace  near  Haverhill,  Mass.,  Dec.   17, 
1807.— The  Quakers. 

2.  Greenleaf  s    play  —  horses  —  sheep  —  playing 

king — thoughts  about  brooks,  leaves,  grass. 

3.  Work  on  the  farm — preparing  wool  and  flax 

for  weaving. 

4.  His  school — the  school-house;  story  told  in 

"In  School  Days." 

5.  Love  of  Books — Burns'  poems. 

6.  Whittier's  verses — Mr.  Garrison. 

II.  Student  and  Teacher — Haverhill  Academy. 
III.  Life    in    Boston  —  studying  —  reading  —  writing 

poems. 

IV.  Editor  in  Hartford — return  to  farm. 
V.  Eemoval  to  Amesbury. 

Poems :    "Snow  Bound/'  "In  School  Days." 
VI.  Life  at  Oak  Knoll. 

Friday.,  the  squirrel;  David,  the  mocking-bird; 

Whittier's  dogs. 
VII.  The  "Whittier  School." 
The  poet's  death. 
Why  we  love  to  read  his  poems. 

0,  LITTLE  TOWN  OF  BETHLEHEM 

0,  little  town  of  Bethlehem, 

How  still  we  see  thee  lie, 
Above  thy  deep  and  dreamless  sleep, 

The  silent  stars  go  by; 


120  THE   TH1KD    SCHOOL   YEAR 

Yet,  in  thy  dark  street  shineth 

The  everlasting  Light; 
The  hopes  and  fears  of  all  the  years 

Are  met  in  thee  to-night. 

For  Christ  is  born  of  Mary, 

And  gathered  all  above 
While  mortals  sleep,  the  angels  keep 

Their  watch  of  wondering  love. 
0,  morning  stars  together 

Proclaim  the  holy  birth, 
And  praises  sing  to  God  the  King, 

And  peace  to  men  on  earth ! 

—Phillips  Brooks. 


CHRISTMAS  MORNING 

"The  bells  ring  clear  as  bugle  note, 
Sweet  song  is  filling  every  throat, 

'Tis  welcome   Christmas  morning! 
0,  never  yet  was  morn  so  fair, 
Such  silent  music  in  the  air, 

'Tis  merry  Christmas  morning ! 

"Dear  day  of  all  days  in  the  year, 
Dear  day  of  song,  good  will  and  cheer, 

'Tis  golden  Christmas  morning ! 
The  hope,  the  faith,  the  love  that  is, — 
The  peace,  the  holy  promises, 

'Tis  glorious  Christmas  morning !" 

— Joaquin  Miller. 


DECEMBER  121 

A  merry  Christmas,  children  all, 
Kich  and  poor,  large  and  small, 
To  north,  to  south,  to  east,  to  west, 
In  every  land  where  Christ  is  guest, 
A  merry,  merry  Christmas ! 

— Youth's  Companion. 

When  sprays  of  holly  deck  the  hall 
And  evergreen  festoons  the  wall, 
When  berries  red  roll  on  the  floor, 
And  bitter  blasts  blow  through  the  door, 
When  all  outside  is  white  with  rime — 
Ah  !   then  we  know  'tis  Christmas-time  ! 

— Harper's  Young  People. 

"Sweetly  Christmas  bells  are  ringing, 

Through  the  morning  air; 
Peace  and  joy,  good  tidings  bringing, 
Gladness  everywhere." 

For  little  children  everywhere, 

A  joyous  season  now  we  make; 
We  bring  our  precious  gifts  to  them 

Even  for  the  dear  child  Jesus'  sake. 

— Phoebe  Cary. 

Out  of  the  bosom  of  the  air, 
Out  of  the  cloud-folds  of  her  garments  shaken, 

Over  the  woodlands  brown  and  bare, 
Over  the  harvest  fields  forsaken, 

Silent  and  soft  and  slow 

Descends  the  snow. 

— Longfellow. 


122  THE   THIRD    SCHOOL   YEAR 

This  is  the  way  the  snow  comes  down, 

Softly,  softly  falling: 
So  He  giveth  His  snow  like  wool, 
Fair  and  white  and  beautiful. 
This  is  the  way  the  snow  comes  down, 
Softly,  softly  falling. 

— Selected. 

When  the  snowflakes,  whirling  downward, 
Hissed  among  the  withered  oak  leaves, 
Changed  the  pine  trees  into  wigwams, 
Covered  all  the  earth  with  silence. 

— Longfellow. 

Delve  in  the  mellow  mold 

Far,  far  below; 

And  so, 

Little  evergreens,  grow! 

Grow,  grow ! 

Grow,  little  evergreens,  grow ! 

"I  am  clad  in  needles, 

Hateful  things !"  he  cried, 
"All  the  trees  about  me 

Laugh  in  scornful  pride; 
Broad  their  leaves  and  fair  to  see; 
Worthless  needles  cover  me/' 

— The  Discontented  Pine. 

"Stood  the  groves  of  singing  pine  trees. 
Green  in  summer,  white  in  winter, 
Ever  sighing,  ever  singing." 


DECEMBER  123 

And  the  larch  with  all  its  fibres, 
Shivered  in  the  air  of  morning, 
Touched  his  forehead  with  his  tassels, 
Said  with  one  long  sigh  of  sorrow, 
"Take  them  all,  0  Hiawatha/' 

— Longfellow. 

"0,  Pine  tree !    0,  Pine  tree ! 

How  true  are  thy  branches ! 
Green  not  alone  in  summer  time, 
But  in  winter's  frost  and  rime! 
0,  Pine  tree  !    0,  Pine  tree ! 

How  true  are  thy  branches !" 

"If  Mother  Nature  patches  the  leaves  of  trees  and  vines, 
Fm  sure  she  does  her  darning  with  needles  of  the  pines ; 
They  are  so  long  and  slender,  and  sometimes  in  full 

view, 
She  has  her  thread  of  cobweb  and  thimble  made  of 

dew/' 

HISTORY 

Let  the  history  of  the  Christmas  season  center  about 
the  Bible  story  of  Christ.  Discuss  Christmas  manners 
and  customs  in  our  own  and  in  other  lands.  Give  ideas 
of  Bible  Lands.  Eecall  what  children  have  already 
learned  concerning  the  Holy  Land.  Tell  of  the  im- 
portant part  this  country  once  played  in  history.  Con- 
trast its  condition  to-day  with  that  of  the  time  when 
Home  counted  it  her  richest  province.  Tell  of  the  ruin 
produced  by  nations  which  envied  its  beauty  and  fer- 
tility. Give  ideas  of  its  position  and  extent — area  a 


124  THE   THIKD    SCHOOL   YEAR 

little  larger  than  that  of  Massachusetts.     Sketch  simple 
map  locating  the  Jordan  Biver,  Dead  Sea,  Bethlehem, 
Nazareth,  Jerusalem,  etc. 
towers — pools — churches — monasteries.      Via    Dolorosa, 

Joppa  or  Jaffa. — Noted  seaport — approach  to  Pales- 
tine. Wealth  of  Tyre  and  Sidon  brought  through  here. 
Visited  by  many  pilgrims.  Home  of  Dorcas.  Eeputed 
house  of  Simon  the  Tanner.  Many  nationalities  rep- 
resented. Noted  market — fruits,  fish — "Jaffa  oranges." 
Box  shaped  limestone  houses — flat  roofs- — no  chimney 
— no  windows — no  sidewalks — streets  winding,  narrow, 
carriages  cannot  enter.  Dense  population — people  of 
all  types.  Zion.  Mount  of  Olives.  Damascus  gate — 
most  sacred  street,  believed  by  many  to  be  the  route 
along  which  the  Saviour  bore  His  cross  to  Calvary. 

Bethlehem. — About  six  miles,  or  a  Sabbath  day's 
journey  from  Jerusalem — historic  route — ragged  hill 
olive  groves.  Bethelehem  to-day.  Shepherds  still  graze 
their  sheep  on  the  plains.  Population  about  six  thou- 
sand. Chief  business  making  beads  of  mother  of  pearl, 
and  pearl  paper  cutters  for  pilgrims.  Houses  built  of 
stone — usually  one  story — without  yards  or  gardens. 
The  stables  are  caves.  Church  stands  over  the  stable 
where  it  is  said  Christ  was  born — much  changed  by 
decoration — visited  by  pilgrims.  Christmas  here  is  a 
day  of  joy  and  feasting. 

Jerusalem. — The  Holy  City,  Mount  Zion,  The  City 
of  David,  The  City  of  the  Cross,  The  City  of  Peace. 

Thirty-three  miles  from  Joppa — trains  have  taken 
place  of  saddle  horses  and  coaches.  A  city  set  on  a 
hill — see  Bible  references  to  beautiful  situation.  Deep 
ravines  on  three  sides — a  fortified  city.  Enclosed  by  a 


126  THE   TH1KD    SCHOOL   YEAR 

wall  two  and  a  half  miles  long.  Walls  about  thirty- 
eight  feet  high,  marked  at  intervals  by  projecting 
towers. 

Ill     NUMBEK 

Develop  and  use  all  the  important  number  facts  from 
the  number  50  to  60,  dwelling  longest  on  numbers  54 
and  56. 

Strive  to  secure  speed  and  accuracy  in  the  operations 
of  the  fundamental  rules.  To  this  end  give  much  prac- 
tice in  the  rapid  combinations  of  numbers.  Use  com- 
bination cards  and  devices.  Point  to  figures  in  columns 
on  the  board,  asking  pupils  to  give  the  sum  promptly. 
Give  exercises  in  adding  and  subtracting  upon  the 
same  plan. 

Continue  adding  and  subtracting  by  given  numbers. 

The  different  exercises  suggested,  by  cultivating  close- 
ness of  attention,  promptness  and  rapidity  in  making 
combinations,  will  be  of  the  greatest  practical  value  to 
the  child,  as  in  real  life  this  is  the  line  of  work  he  will 
be  called  upon  to  use.  Moreover,  this  work  is  never 
drudgery  but  is  entered  upon  with  the  keenest  zest  and 
enjoyment  on  the  part  of  the  child ;  therefore,  there  is 
no  reason  why  we  should  fail  to  give  him  this  oppor- 
tunity to  gain  power  and  mastery  by  the  skillful  use  of 
numbers. 

Continue  the  development  and  use  of  numbers  in 
constructive  work — making  the  card-board  Christmas 
gifts,  book  covers,  etc.  Use  various  scales  both  for 
board  and  seat  work. 

Kectangles:   6x7,  4x11,  6x8,  7x7. 

As  the  subject  of  coal  forms  the  basis  of  the  geogra- 


DECEMBER  127 

phy  work  for  this  month,  let  the  concrete  examples  be 
concerned  with  the  buying  and  selling  of  this  fuel. 

Ask  children  to  quote  prices  of  coal. 

What  is  the  cost  of  coal  per  bushel?  What  does  it 
cost  per  ton?  Discuss  prices  here  compared  with  those 
of  regions  remote  from  mines — cost  of  transportation. 

Give  simple  problems  of  gain  and  loss — problems 
concerning  the  wages  of  miners. 

Have  pupils  write  examples : 

Write  a  problem  about  7  bushels  of  coal  at  

cents  a  bushel. 

Write  a  problem  about  12  tons  of  coal  at  

dollars  a  ton. 

Continue  the  construction  of  tables. 

Add  by  fours  to  sixty. 

Begin  with  two  and  add  by  4?s. — Begin  with  three. 

Begin  with  60  and  subtract  by  3?s. 

Begin  with  60  and  subtract  by  6's. 

IV    LANGUAGE 

Continue  the  oral  and  written  work,  still  using  the 
sentence  as  the  unit  of  composition.  Arrange  lessons 
upon  coal,  evergreens,  etc. 

While  punctuation  and  capitalization  are  taught  in- 
cidentally throughout  the  year,  it  cannot  be  done  in  a 
haphazard  way,  but  must  be  orderly  and  systematic, 
each  dictation  lesson  or  other  language  exercise  having 
a  special  aim. 

At  this  time  teach  the  use  of  the  quotation  marks 
and  the  capital  letter  as  used  in  personification.  Let 


128  THE   THIKD    SCHOOL   YEAR 

the  pupils  apply  this  knowledge  by  punctuating  sen- 
tences arranged  from  reading  lessons. 

Continue  to  emphasize  the  use  of  verb  forms,,  as  cost, 
costs,  in  order  to  eliminate  very  common  errors. 

After  the  children  have  read  such  simple  poems  as 
"The  Good  Little  Sister;*'  ask  them  to  write  the  story. 
Ask  them  to  read  it  again  and  see  if  they  cannot  im- 
prove upon  the  first  writing. 

THE  CONE 

(Pupils  written  answer  to  black-board  questions.) 
Cones  are  found  on  some  evergreen  trees. 
The  cone  is  the  fruit  of  the  tree. 
The  color  of  the  cone  is  a  light  brown. 
Some  cones  are  five  inches  long. 
The  outside  of  the  cone  is  made  of  scales. 
The  seeds  are  in  the  cone. 
The  scales  protect  the  seeds. 
The  seeds  are  scattered  by  the  wind. 
When  the  cone  gets  ripe  it  falls  off. 
When  the  cones  get  wet  the  scales  close  up. 

DICTATION   EXERCISE 

(From  reading  lesson.) 

1.  "Lay  aside  your  cloak,  0  Birch  Tree!" 

2.  "Give  me  of  your  boughs,  0  Cedar !" 

3.  "Give  me  of  your  roots,  0  Larch  Tree  I" 

4.  "Take  them  all,  0  Hiawatha!" 

5.  "Give  me  of  your  balm,  0  Fir  Tree ! 

Of  your  balsam  and  your  resin, 
So  to  close  the  seams  together 
That  the  water  may  not  enter, 
That  the  river  mav  not  wret  me!" 


DECEMBER  129 

SENTENCE  EXERCISE. VERB   FORMS 

Complete  these  statements  by  using  appropriate  words 
selected  from  the  list. 
Evergreens  - 
The  evergreen  - 
The  cone  - 
Cones  - 
Miners 


The  miner  - 
The  coal  barge  — 
Coal  barges 


Grow,  ripens,  carry,  cover,  grow,  protect,  carries,  digs, 
ripen,  falls. 

READING. — "THE  GOOD  LITTLE  SISTER  " 

Many  children  read  well  after  they  have  mastered 
the  difficult  words  of  a  selection  and  have  thoroughly 
grasped  the  thought-  intended  to  be  conveyed ;  others, 
however,  have  acquired  bad  habits,  such  as  high  pitched 
and  monotonous  tones.  In  such  instances  constant 
effort  is  needed  on  the  part  of  the  teacher  in  order 
that  she  may  assist  the  child  to  secure  the  ability  to 
express  thought  well,  orally. 

Begin  the  lesson  by  discussion — scene  of  the  incident 
— time  of  year — kind  of  winter.  What  three  words 
describe  the  winter?  Name  some  crops.  What  might 
have  caused  this  failure?  If  the  family  was  not  so 
very  poor  why  was  the  father  full  of  anxious  care? 
Bead  the  stanza  which  tells  of  the  trouble  in  the  home. 
If  you  feel  sorry  for  this  family  let  your  voice  tell  me. 
What  kind  of  a  man  was  the  father  ?  Eead  the  stanza 
— let  me  hear  again  whom  he  loved. 


130  THE   THIED    SCHOOL   YEAE 

Continue  the  interpretation — question  fully  concern- 
ing what  is  said  of  Jennie  and  of  the  "good  little  sister/' 
Lead  the  children  to  show  by  their  reading  that  Jennie 
was  glad  when  she  received  these  gifts.  Bring  out  the 
underlying  truths  fully  by  comparisons  and  contrasts — 
the  generalizations  are  formulated  and  the  application 
is  given  in  these  stanzas : 

"And  this,  if  you  have  but  little, 

Is  what  I  would  say  to  you : 

Make  all  you  can  of  that  little — 

Do  all  the  good  you  can  do. 

"And  though  your  gifts  may  be  humble, 

Let  no  little  child,  I  pray, 
Find  only  an  empty  stocking 

On  the  morn  of  the  Christmas  Day  I" 

SELECTIONS    FOR    READING 

Three  lines  of  work  continued. 

From  Winter  Series  of  A.  Y.  R.: 
The  Eskimo.    Hunting  Seals. 
The  Coal  Forests.     Coal  Mining. 
The  Evergreens.    The  Disconsolate  Pine. 
The  Fir  Tree  (Christmas  poem). 

From  Stepping  Stones  to  Literature: 
The  Boy  Hero  (Story  of  Holland). 
Hiawatha's  Sailing. 

The  Good  Little  Sister  (Christmas  poem). — Phoele 
Cary. 


DECEMBER  131 

Y    THE  AKTS 

Let  the  art  study  for  this  month  center  about  the 
Christmas  season.  For  color  study  see  suggestions  for 
October. 

Emphasize  the  decorative  and  the  constructive  work 
at  this  time.  In  this  creative  work  aim  to  train  the 
individuality  of  the  child — remember  that  the  simplest 
inventions  are  worth  much  to  him.  Let  the  children 
make  pretty  gifts  of  card  or  celluloid  tied  with  ribbons 
— baskets,  card  trays,  etc.  After  the  evergreen  study 
ask  them  to  decorate  covers  for  booklets  with  paintings 
of  holly,  pine  cones,  branches  of  evergreens,  etc.  These 
booklets  containing  their  brush  drawings,  written  de- 
scriptions, and  literary  gems  are  very  attractive  and  will 
make  beautiful  gifts. 

Boyden's  "Nature  Study  by  Months"  gives  valuable 
suggestions  upon  this  subject. 

The  cone  is  called  the  form  of  beauty.  Compare  with 
other  form  studied.  Note  in  what  compound  form  it 
enters — fruits,  vegetables,  and  seed  vessels. 

MUSIC 

Exercises  in  Key  of  G. 
Song  Exercises, 

Twinkle,  Twinkle.    A  Lullaby. 
Christmas  Songs. 

Christmas. — Hymnal. 

Silent  Night. — Chapel  Hymnal. 

Santa  Claus. — Ideal  Music  Course. 

Jolly  Old  St.  Nicholas. 

The  Silently  Falling  Snow. 

Sleighing  Song. 


PAPER  CONSTRUCTION 


MADONNA    OF    THE    CHAIR. 
BY    RAPHAEL. 


DECEMBER'  133 

FORM   STUDY  AND  DRAWING 

Plan  of  a  mine. 

Miner's  tools.     Coal  cars,  etc. 

Brush  drawing  with  color : 

Evergreens — Branches  showing  buds. 

Evergreen  cones. 
Form  Study. — The  cone. 

CONSTRUCTIVE    AND    DECORATIVE    WORK 

Booklet  of  evergreen  study. 

Chart  of  evergreen  paintings  and  language  work. 

Christmas  gifts  of  card-boards. 

Picture  frames,  card  trays,  etc. 

PICTURE   STUDY 

Madonnas — Selected. — Kaphael. 
Adoration  of  the  Magi. — Diirer. 
The  Flight  into  Egypt.— Diirer. 
Holy  Night. — Correggio. 


Ring  out  the  old,  ring  in  the  new, 
Rir«ir,  happy  bells,  across  the  snow : 
The  year  is  going,  let  him  go ; 

Ring  out  the  false,  ring  in  the  true. 

— Tennyson. 

I     GEOGRAPHY 

In  the  month  of  October  there  was  a  general  dis- 
cussion of  shelter  in  connection  with  the  consideration 
of  the  wants  of  man.  Later  more  specific  work  was 
given  upon  food,  and  upon  clothing;  and  now  the  sub- 
ject of  building  will  occupy  the  greater  part  of  the 
month. 

Lead  the  children  to  talk  freely  about  what  they  have 
observed  concerning  this  process.  What  buildings  are 
now  in  process  of  erection?  Have  pupils  observe  dif- 
ferent stages  of  the  work  and  report  in  school.  Plan  a 
trip  to  a  new  building. 

Arrange  to  have  much  number  and  decorative  work 
grow  out  of  the  study  upon  building. 

Geographical  ideas  of  Greece  and  the  study  of  Greek 


JANUARY  135 

architecture   will     be    connected     with    the    history    of 
"Cleon,  the  Greek  Boy." 

Have  pupils  plan  the  building  and  furnishing  of  a 
house.  Give  much  opportunity  for  developing  judg- 
ment, imagination,  and  aesthetic  feeling. 

BUILDING  A  HOUSE 

I.  Location.     Buying  the  Land. 
II.  The  Architect,     Plan  of  the  Building. 

III.  Materials. 

Where  obtained. 
How  supplied. 
Commercial  value. 

IV.  The  Workmen. 

Number  required. 
Classes — masons,  carpenters,  etc. 
Cost  of  this  labor. 
V.  Stages  in  the  Process. 
Excavating  the  cellar. 
Laying  the  foundation,  etc. 
VI.  Decorating  the  house. 
VII.  Furnishing. 

VIII.  Drawing    and     Description    of    the    Completed 
•     Building. 

(Extend   into    February.) 

II     NATUBE  STUDY 

"How  can  a  little  child  be  merry 
In  snowy,  blowy  January  ?" 

In  snowy,  blowy  January  the  child  can  be  happy  and 
very  much  interested  in  the  study  of  nature  indoors. 
The  subject  of  building,  considered  in  the  geography 


136  THE   THIKD    SCHOOL   YEAR 

class,,  will  prepare  the  way  for  somewhat  detailed  work 
upon  our  most  common  building  materials. 

Have  sufficient  comparative  study  to  bring  out  im- 
portant generalizations  concerning  their  structure,  etc. 
How  are  these  materials  adapted  to  their  use.  Lead 
pupils  lo  see  that  certain  kinds  of  building  stones  are 
used  because  they  are  hard  enough  to  give  strength/ yet 
soft  enough  to  be  easily  shaped. 

GENERAL   PLAN   OF   WORK 

I.  Materials. 

Sandstone,  slatestone,  limestone,  marble,  chalk, 

etc. 
II.  Suggestions. 

Have  pupils  collect  and  bring  specimens.  By 
skillful  questions  lead  them  to  discover  com- 
mon properties — color,  structure,  luster,  hard- 
ness, etc.,  and  to  detect  any  trace  of  organic 
structure — corals — shells.  Can  these  stones 
be  cut  into  good  shapes?  Can  they  be  easily 
polished  ? 

Under  limestone,  study  limestone  rocks,  marble 
and  chalk.  Kinds  of  marble.  Uses.  How 
marbles  are  made.  .Compare  with  mica,  glass. 

•Have  diagram  on  the  board  in  which  to  place 
the  characteristics  of  these  minerals  as  they 
are  discovered  by  the  pupils. 

PHYSICS 

Simple  Experiments  Showing  Properties  Peculiar  to 
Matter : 

Divisibility  of  matter. 
Illustrate  by  minerals  studied. 


JANUARY  137 

SOME   SPECIAL   CHARACTERISTICS 

Sandstone  is  hardened  sand  full  of  little  grains, 
crumbling.  Hard  grains  of  quartz  form  sand  and 
finally  sandstone. 

Slate  is  hardened  clay;   it  is  a  variety  of  shale. 

Slatestone  is  firmer  and  smoother  than  sandstone — 
it  is  hard. 

Limestone  makes  up  a  large  portion  of  the  stratified 
rocks ;  it  is  often  full  of  shells. 

Marble  is  composed  of  small  shiny  pieces  or  crystals. 

The  fine  particles  or  grains  of  chalk  rub  off  easily. 

SOME   DESCRIPTIVE  TERMS 

Common  Properties 

1.  Color — grayish  white,  yellowish  white,  reddish 

brown,  etc. 

2.  Structure — scaly,  compact,  granulated,  fibrous. 

3.  Luster — dull,  pearly,  glassy,  metallic. 

4.  Other  properties — transparent,  elastic,  brittle, 

tough. 
— Clapps  "Observation  of  Common  Minerals" 

GLASS 

I.  Characteristics  of  Glass. 

Compare  with  Mica  and  Building  Materials. 

II.  Kinds  of  Glass. 
III.  Uses  of  Glass. 
IY.  How  Glass  is  Made. 

V.  Value  of  Glass. 
VI.  What  People  Used  Before  They  Had  Glass. 


138  THE    THIED    SCHOOL    YEAR 

THE  STARS 

"Silently,  one  by  one,  in  the  infinite  meadows  of  heaven, 
Blossomed  the  lovely  stars,  the  forget-me-nots  of  the 
angels." — Evangeline. 

THE  STARS 

I.  "Sky  Flowers/— What  They  Are. 
II.  The  Colors  of  the  Stars. 

III.  Shooting  Stars.    Comets. 

IV.  Why  the  Stars  Twinkle. 

V.  Stars  that  do  not  Twinkle  i.  e.  Planets. 
VI.  Principal  Constellations. 

THE   TELESCOPE 

Instrument  which  made  distant  objects  seem  near 
invented  by  an  optician  in  Holland.  This  instrument, 
due  to  a  discovery  made  by  his  little  son — tell  the  story 
in  "Storyland  of  Stars." — Pratt. 

Galileo  and  the  first  telescope. 

BONES  AND  JOINTS 

1.  Uses  of  the  bony  framework  of  the  body. 

2.  Composed  of  many  bones. 

3.  Characteristics  of  bone. 

Composition — structure. 
Kinds  of  matter — illustrate. 

4.  Adaptation  of  size  and  shape  of  bones  to  use. 

5.  Kinds  of  joints — illustrate. 

Adaptation  to  use. 

6.  Cartilage ;    ligaments. 

7.  How  the  spinal  column  is  made  up. 


JANUABY  139 

8.  Compare  bone  with  other  tissue. 

9.  Hygiene  of  bones. 

How   bones   may   become    distorted;     narrow 

chest;    stooping  shoulders. 
How  tobacco  and  alcohol  affect  the  growth  of 

bones. 


Ill     LITEKATUEE  AND  HISTORY 

LITERATURE 

Stories  and  Poems. 

Star  Myths. — Age  of  Fable. 

The  Legend  of  the  Dipper. 

What  Broke  the  China  Pitcher.— Cat  Tails  and  Other 

Tales. — Howlitson. 
Snow  Bound — adapted. — Whittier. 
The  Builders. — Longfelloiv. 
Old  Greek  Stories. — Baldwin. 

HAPPY  NEW  YEAE 

"Happy  New  Year !"    Like  a  bell 

Peals  the  happy,  joyous  call; 
"Happy  New  Year!"    Louder  yet, 

"Happy  New  Year!    One  and  all!" 

Hope  again,  with  tints  of  rose, 
Paints  our  castles  in  the  air; 
Happy  thoughts  drive  care  away; 
And  happy  smiles  our  faces  wear. 


140  THE   THIED    SCHOOL   YEAE 

"Happy  New  Year!"     Speed  the  wish! 

Send  it  thrilling  through  the  air, 
Till  every  heart  beats  perfect  time 
To  "Happy  New  Year"  everywhere! 

— Sarah  E.  Sprague. 

From  "The  Vision  of  Sir  Launfal." 

There  was  never  a  leaf  on  bush  or  tree, 
The  bare  boughs  rattled  shudderingly ; 
The  river  was  dumb  and  could  not  speak, 
For  the  weaver  Winter  its  shroud  had  spun, 
A  single  crow  on  the  tree-top  bleak 

From  his  shining  feathers  shed  off  the  cold  sun. 

— Lowell. 

For  the  structure  that  we  raise, 

Time  is  with  materials  filled ; 
Our  to-days  and  yesterdays 

Are  the  blocks  with  which  we  build. 

— Longfellow. 

In  the  elder  days  of  Art 

Builders  wrought  with  greatest  care 

Each  minute  and  unseen  part; 
For  the  gods  see  everywhere. 

"The  Builders" — Longfellow. 

HISTORY 

In  planning  the  work  for  the  year,  besides  prepar- 
ing the  way  for  the  child's  understanding  something 
of  the  development  of  our  own  national  life  through 
the  study  of  individual  and  community  life,  it  is  our 


JANUAKY  141 

aim  to  aid  him  to  acquire  ideas  of  far  away  places,  and 
also  to  comprehend  something  of  the  life  development 
of  the  Aryan  race  through  the  study  of  the  life  history 
of  a  branch  of  that  ancient  people. 

To  secure  this  end  the  oral  presentation  of  some  of 
the  facts  of  early  Greek  life  as  related  in  the  story 
of  Cleon  from  "Ten  Little  Boys"  has  been  selected  as  a 
basis  for  the  month's  work. 

The  mythological  stories  which  the  pupils  have  al- 
ready had,  when  recalled,  will  serve  as  excellent  prep- 
aration for  the  successful  development  of  this  line  of 
history.  What  do  the  pupils  remember  of  Ulysses,  of 
Hercules,  of  Zeus? 

Present  the  subject  as  suggested  in  work  of  previous 
months;  the  outline  given  here  will  help  to  determine 
the  extent  of  each  day's  lesson.  Make  the  work  vital 
and  real,  frequently  asking  the  girls  and  boys  to  form 
mental  pictures  of  scenes  and  incidents  described.  As- 
sist them  to  a  clear  understanding  of  the  Olympian 
games.  Let  them  draw  lots  to  determine  who  shall 
run  in  the  races.  Write  the  names  of  the  winners  of 
the  four  races  on  the  board  to  show  who  were  to  run 
for  the  olive  crown.  Make  frequent  use  of  pictures 
and  black-board  drawings. 

Building  Materials  in  other  Lands. 
Improvements  in  our  Dwellings. 
The  Greeks — Life  Development. 
Stories  of  Greek  Heroes. 
History  of  Greek  Art. 
Solomon  and  the  Temple — Bible. 


142  THE   THIRD    SCHOOL   YEAR 

CLEON — THE  GREEK  BOY 

Introduction. 

I.  The  Valley  of  Elis. 

II.  The    Temple — statue     of     victory — of    Zeus — the 
throne. 
Statue  of  Zeus. 

By  whom  made. 

Materials  used. 

Height — general  appearance. 

Development. 

I.  March  to  Olympia — Spartan  Boys. 

Food — black  bread  and  water.    Must  be  athletes. 
Few  luxuries.     Bed  of  rushes  and  thistle  down. 
II.  The  Athenian  Boys — Cleon. 

1.  The  pedagogue. 

2.  Cleon's    school. — How    time    is    reckoned — 

school  hours — Glaucus  and  Lysias — Cleon's 
studies — reading,  repeating  poetry  of  Ho- 
mer, writing — waxed  tablet — stylus,  music — 
singing,  playing  lute.  Atticus. 

3.  Cleon's  games. — Skip  shells,  ball,  leap  frog, 

the  hoop,  training  for  the  races  in  the 
Olympic  games. 

III.  Journey  to  Olympia — Athenian  Boys. 

Dress  of  Boys — reckoning  time — camping  at 
night — food,  wild  olives  and  almonds,  broth, 
cakes,  and  honey  from  the  farmhouses — the 
sacred  laurel. 

IV.  The  Games. 

Why  sacred — the  runners — Aristodemus — sacri- 
fice to  Zeus. 


JANUARY  143 

1.  The  Race. 

Who  can  enter. 
Preparation  for  the  race. 
The  victors. 

Running  for  the  olive  crown. 
Winning  the  crown. 

2.  The  Wrestling. 

Preparation  for  wrestling. 
The  contest. 
The  victor. 
V.  Cleon's  Return  to  Athens. — His  Home. 

1.  His  little  brother — the  festival  day. 

2.  His  home — plan   of  house — why  doors   open 

on  the  outside — statue  of  Apollo — sacred 
hearth — spinning  and  weaving. 

3.  The  sacred  oracle  at  Delphi. 

4.  Statue  of  Pallas  Athene — the  Acropolis. 

Athene,  guardian  goddess  of  Athens — made 
the  olive  tree — her  help  sought  in  war  and 
peace — taught  the  arts  of  spinning  and 
weaving,  etc. 

Festival  in  her  honor — the  torch  race — Dal- 
dion — the  Phirric  dance. 

5.  Celebrating  naming  of  Cleon's  brother.    Prep- 

aration— the  guests — their  dress — work  of 
the  slaves — the  feast. 

IV    NUMBER 

Continue  the  development  of  numbers,  ending  with 
the  number  seventy. 

Let  the  concrete  work  center  about  building.     Give 


144  THE   THIBD    SCHOOL   YEAE 

problems  concerning  the  value  of  wood,  stone,  brick,  etc. 
— cost  of  labor — masonry,  carpentry. 

Kequire  the  children  to  measure  and  find  areas  of 
glass  panes,  bricks — construct  card  board  boxes  and 
find  areas.  Use  this  form  from  "Baldwin's  Industrial 
Arithmetic/' 

Length  of  side. 

Breadth  of  side. 

Area  of  one  side. 

Area  of  both  sides. 

Length  of  end. 

Breadth  of  end. 

Area  of  one  end. 

Area  of  both  ends. 

State  dimensions  of  top  and  bottom  in  the  same 

way. 
Area  of  entire  surface. 

Let  the  children  plan  to  build  a  house  according  to 
the  work  outlined  in  geography.  Ask  them  to  decide 
upon  the  number  and  kind  of  rooms  and  give  dimen- 
sions. Have  them  draw  the  ground  plan,  also  the  plan 
for  second  floor,  giving  names  to  the  different  rooms. 

Teach  the  cube  as  a  whole  by  means  of  a  box  having 
each  dimension  twelve  inches,  made  solid  by  being  filled 
with  some  substance.  Give  idea  of  cubic  yard.  Use 
these  units  in  simple  problems;  their  detailed  study 
will  be  reserved  until  later. 

Emphasize  finding  the  surfaces  of  rooms — floors, 
ceiling,  walls. 

Teach  multiplication  by  two  figures  as  occasion  for 
its  use  presents  itself. 


JANUARY  145 

Continue  counting  by  different  numbers — by  6's,  7% 
etc. 

Write  and  repeat  the  sixth  table. 

Eecall  something  of  primitive  ways  of  measuring 
time.  Discuss  the  Greek  divisions  of  time  in  connection 
with  the  story  of  Cleon,  the  Greek  Boy. 

Complete  this  table: 
60  seconds  = 

—  minutes  =  one  hour. 

—  hours     =  one  day. 
7  days       = 

4  weeks     = 

—  months  =  one  year. 
365  days       = 

100 =  a  century. 

V     LANGUAGE 

The  story  of  Cleon,  the  Greek  Boy,  as  well  as  the 
work  on  building  and  building  materials,  will  furnish 
abundant  material  for  narration  and  description. 

Teach  the  use  of  the.  comma  in  separating  explana- 
tory words  and  phrases,  as,  Cleon,  the  Greek  Boy,  played 
in  the  Olympic  games. 

Take  up  the  study  of  the  paragraph  as  a  unit  of 
composition.  Question  concerning  paragraphs  in  the 
reading  lessons.  What  is  each  about  ?  Note  indenta- 
tion. Ask  the  children  to  decide  upon  good  subjects 
for  paragraphs  in  their  evergreen  study  just  com- 
pleted. Needles — buds — cones. 

While  presenting  the  work  in  history,  have  a  para- 
graph written  each  day  from  a  detailed  outline,  e.  g. 


146  THE   THIED    SCHOOL   YEAR 

THE  STATUE   OF  ZEUS 

Where  placed — by  whom  made — materials  used — 
height — general  appearance. 

After  the  entire  subject  has  been  presented,  have  it 
reproduced  by  the  topical  outline,  the  pupils  devoting 
several  days  to  this  work. 

CLEON,  THE  GREEK  BOY 

Subjects  for  written  language  work. 
I.  The  Valley  of  Elis. 
II.  The  Temple— Statue  of  Zeus. 

III.  The  Spartan  Boys. 

IV.  The  Pedagogue. 
V.  Cleon's  School. 

VI.  Cleon's  Games. 

VII.  The  Journey  to  Olympia. 

VIII.  The  Olympic  Games. 

IX.  Cleon's  Return — His  Home. 

X.  Pallas  Athene. 

XI.  The  Naming  Festival. 

SELECTIONS    FOR    READING 

Three  lines  of  work  continued. — See  September. 
"The   Snow   Fairies/'— Ward  Reader. 
"Echo." — Stepping  Stones  to  Literature. 
"A  Story  About  Glass."— All  the  Year  Round. 
"The  Travels  of  the  Kings  Window  Panes."— A.  Y.  R. 
"Cinderella  or  the  Glass  Slipper/' — Ward  Reader. 
"How  the  Sand  Became  Sandstone."— A  Y.  R. 
"Testing  to  Find  Lime."— A.  Y.  R. 
"The  Playhouse."— S.  8.  L. 
"A  Child's  Prayer."— Graded  Poetry. 


JANUARY  14', 

VI     THE  AETS 

MUSIC 

Exercises  in  Key  of  F. 
The  Tie.    The  Slur. 
Observe  the  Eests. 
Song  Exercises. 
Rote  Songs. 

Twinkle,  Twinkle,  Little  Star. 
Star  of  the  Evening. 
Wynken,  Blynken  and  Nodd. — Field. 
Slumber  Song. — E.  E.  Rexford. 
A  Winter  Lullaby. — R.  de  Koven. 

WRITING 

Give  daily  exercises  in  the  vertical  writing.  See 
that  every  written  lesson  is  prepared  in  the  pupiPs  best 
hand.  Aim  to  secure  freedom  of  movement  by  giving 
frequent  arm  and  finger  exercise.  See  that  the  child 
has  a  definite  idea  of  form — that  he  has  vivid  pictures 
of  the  letters. 

FORM    STUDY   AND   DRAWING 

Type  forms:     cube,  square  prism. 

Draw  cube,  boxes,  baskets,  etc. 

Ground  plan  of  a  house. 

Houses  from  sketches  and  pictures. 

As  the  subject  of  building  will  form  the  basis  of  the 
work  in  geography  for  the  month,  the  type  forms  sug- 
gested for  study  are  those  which  prevail  in  various 
'  forms  of  building.  From  his  previous  investigation  of 
objects  found  in  nature,  resembling  the  type  forms, 


148  THE   THIED    SCHOOL   YEAR 

the  child,  learned  that  nature  deals  chiefly  in  graceful 
curves;  now  let  him  form  contrasts  between  the  forms 
studied  and  these  angular  forms  which  enter  largely 
into  architecture.  Have  the  type  forms  and  objects 
which  resemble  them  drawn  in  different  positions  with 
reference  to  the  eye— see  Augsburg's  Drawing,,  Book  I. 

CLAY   MODELING 

Type  forms:    cube,  square  prism. 
Boxes,  baskets,  furniture. 

CONSTRUCTIVE    WORK:     DECORATION. 

Card-board  or  paper  construction. 

Fold  and  cut  type  forms. 

Square  box,  picture  frames. 

Cut  tablets — squares  and  oblongs;  arrange  in  border 
patterns. 

Wall  paper  designs — units. 

Fold  and  cut  Greek  cross. 

Greek  ornament — border  patterns. 

By  using  card  board  and  the  binding  slips,  have  the 
pupils  make  these  geometrical  forms,  as  by  construct- 
ing his  own  models  the  child  will  gain  clearer  ideas 
of  the  different  forms  and  the  relations  between  them. 
For  suggestions  see  Speer's  "Lessons  in  Forms."  To 
make  the  Greek  cross  trisect  colored  squares  of  paper 
and  remove  the  corners.  For  Greek  border  patterns 
use  simplest  designs.  Part  IV.,  Prang's  Teacher's 
Manual.  For  these  and  the  wall  paper  designs  have 
the  pupils  use  brush  and  color,  making  the  back  ground 
of  a  tint  as  in  the  previous  work. 


150  THE   THIRD    SCHOOL   YEAR 

PICTURE    STUDY 

Pictures  of  Greek  Architecture  and  Statuary. 

Acropolis,,  Athens. 
Parthenon. 
Olympia. 

CALENDARS 

Picture  Study  in  Elementary  Schools,  by  Mrs.  L.  L. 
Wilson,  gives  full  information  for  using  small  pictures 
on  calendars.  "Rembrandt  mounts/'  8x10  inches,  make 
the  most  convenient  mount.  On  each  of  these  paste  an 
appropriate  picture.  Below  the  picture  fasten  the  leaf 
for  the  month  on  the  calendar.  After  pressing  the 
mounts,  eyelet  them  and  fasten  them  together. 

Interesting  calendars  may  be  made  from  the  pictures 
of  Eaphael,  Murillo,  Reynolds,  Breton,  Corot,  and  many 
other  artists. 

For  a  Millet  calendar  these  pictures  are  suggested : 
Portrait  of  Millet  for  the  cover  and  one  picture  each 
month,  beginning  with  the  month  of  January — Girl 
Spinning,  Woman  Churning,  Labor,  Potato  Planting, 
The  Sower,  Going  to  Work,  The  Gleaners,  The  Angelus, 
The  Rainbow,  Feeding  the  Hens,  The  Wood  Chopper, 
Mother  and  Child. 


MINERVA    MEDICA. 


Vatican,  Rome. 


Many,,  many  welcomes, 
February,  fair  maid. 
Ever,  as  of  old  time, 
Solitary  firstling, 
Coming  in  the  cold  time, 
Prophet  of  the  gay  time, 
Prophet  of  the  May  time, 
Prophet  of  the  roses; 
Many,  many  welcomes, 
February,  fair  maid. 

— Tennyson. 

I     GEOGKAPHY 

BEASTS   OF  BURDEN 

During  this  month  a  line  of  work  upon  animals  will 
be  pursued.  The  pupils  have  been  brought  to  see  that 
man  must  work  for  his  living,  and  are  now  ready  to 
consider  those  animals  which  help  him  to  do  his  work. 

During  the  past  two  years  the  children  have  studied 
our  chief  domestic  animals;  and  they  have  learned 
much  of  animals  of  other  countries  in  their  work  upon 

151 


152  THE   THIKD    SCHOOL   YEAR 

"Seven  Little  Sisters."  Kecall  what  children  know  of 
these  useful  animals — horse,  camel,  reindeer,  etc.  Where 
are  they  found?  Use  made  of  each?  How  adapted  to 
this  use? 

Use  picture  charts  in  the  picture-room — black-board 
drawings.  Make  charts  using  pictures  which  children 
bring  from  home,  their  drawings,  and  language  work. 

For  special  study  the  elephant  has  been  selected. 
Here,  too,  begin  where  the  child's  knowledge  ends. 
Present  the  subjects  in  the  outline  in  a  series  of  lessons. 
With  the  preparatory  work,  and  final  written  reproduc- 
tion, this  will  occupy  almost  two  weeks. 

Show  adaptability  to  climate — for  certain  lines  of 
work — adaptability  of  parts.  Why  does  the  elephant 
not  have  wool  or  fur  for  a  covering?  How  is  his  thick, 
hard  skin  suited  to  the  forest  life?  Why  is  the  leg  so 
short  and  thick?  Why  are  the  feet  not  like  those  of 
the  horse.  Call  attention  to  small  eyes — hence,  neces- 
sity for  large  ears  as  a  safeguard.  Use  of  huge  earflaps 
in  ridding  himself  of  insects.  Show  how  structure  of 
trunk  enables  him  to  use  it  with  such  wonderful  skill. 
For  comparative  work  use  the  animals  studied. 

THE   ELEPHANT 

I.  Where  Found.    Asia  and  Africa. 
II.  General  Appearance. 

Largest  land  animal.     Strong  as  twenty  oxen. 
Height,  8—12  ft.    Weight,  3—4  tons. 
III.  Parts. 

1.  Head  large — neck  short. 

a.  Large,  flapping  ears. 

b.  Eyes  small — how  situated? 


FEBRUARY  153 

c.  Trunk  formed  by  upper  lip  and  nose 

drawn  out.  Lower  lip  forms  a  cavity, 
or  mouth.  Length  of  trunk,  6-8 
feet.  End  small,  flexible — resembles 
a  finger.  Used  to  get  food  to  mouth 
— to  breathe — smell — seize — defend 
himself. 

d.  Tusks — white — tapering.     Ivory  tusks 

are  two  long  teeth.  Used  for  de- 
fense— to  plough  up  ground  for  juicy 
roots.  Weigh  about  150  pounds. 

2.  Body  large  and  thick,  slopes  towards  tail. 

Skin  dark,  thick,  wrinkled — little  hair. 

3.  Legs  thick,  short,  straight.    Foot — five  toes. 

Hoof  has  many  thorny  springs — can  tread 
softly. 

4.  Tail  small,  short.     With  trunk  can  fan  a 

branch  back  and  forward  about  himself. 
IV.  Character. 

The  elephant  is  docile  and  patient,  gentle — 

easily  trained. 
V.  Food. 

Grass,  juicy  roots,   foliage — large  quantity — 

drinks  2-3  bbls.  water  daily. 
VI.  Habits. 

Elephants  live  in  herds,  each  having  a  leader. 
They  fear  fences,  test  bridges  before 
crossing — are  fond  of  swimming.  They 
often  live  to  be  over  one  hundred  years 
old. 
VII.  Hunting. 

Trapped  by  fastening  sharp  stick  in  a  pit-fall. 


154  THE   THIKD    SCHOOL   YEAE 

Led  into  pens  by  tame  elephant.  Trunk 
of  sleeping  elephant  is  cut  off — bleeds  to 
death. 


ELEPHANT 

VIII.  Uses. 

Lifts  heavy  weights— carries  stores — lays  stone 

walls — piles  timber. 
In  war  drags  artillery. 
A  houdah  or  seat  is  fastened  to  the  back  of 

an  elephant  for  two  or  more  persons  to 

ride  in. 

Natives  of  Africa  use  them  for  food. 
From  the  tusks  is  obtained  ivory. 
IX.  Mammoths  and  Mastadons. 

Enormous  elephants  which  lived  hundreds  of 

years  ago — skeletons  found  now. 
Sacred  white  elephant  of  Burmah  and  Siam, 
Hannibal's  use  of  elephants  in  war. 
X.  Stories  of  Elephants. 

Barnum's  Jumbo  and  others. 


FEBRUARY  155 

.  •'*.  •   . 

STORIES  ABOUT  ELEPHANTS 

JUMBO 

Jumbo  was  an  African  elephant  captured  when  he 
was  five  years  old,  and  brought  to  the  Royal  Zoologi- 
cal Garden  in  London  in  1851,  where  he  remained  a 
great  pet  of  the  English  children  until  he  was  pur- 
chased by  Mr.  Barnum  and  brought  to  this  country  in 
1882.  Every  paper  in  the  land  had  columns  of  inter- 
esting news  about  the  wonderful  beast  that  had 
grown  to  be  the  largest  known  elephant  in  the  world. 
He  was  killed  in  a  railroad  accident  in  Canada.  At  the 
last  moment  he  showed  great  intelligence  by  his  efforts 
to  save  the  lives  of  his  keeper  and  Tom  Thumb,  the  baby 
elephant.  He  put  them  both  off  the  track.  In  doing 
this  he  lost  so  much  time  that  the  engine  was  upon 
him  before  he  could  move  away.  The  locomotive  struck 
him  on  the  head  and  crushed  his  skulk 

JUMBO'S  PRANKS 

The  bed  of  Jumbo's  keeper  was  near  him0  Jumbo 
would  often  wait  until  his  keeper  was  asleep  and  then 
carefully  take  off  his  bed  clothes  without  awakening 
him.  In  cold  weather  his  keeper  would  often  find  the 
quilts  crowded  into  the  ventilator  overhead.  One  morn- 
ing the  keeper's  coat  and  vest  were  missing.  He 
searched  for  them  for  half  an -hour.  During  this 
time  Jumbo  kept  swinging  his  trunk,  as  he  always,  did 
when  he  was  pleased.  Finally  he  pointed  his  trunk  to . 
the  grating  of  the  car,  and  there  they  were  tucked 


156  THE   THIRD    SCHOOL   YEAR 

away  out  of  reach.    The  keeper  told  Jumbo  to  get  them, 
which  he  did. 

JUMBO    AND   THE    LITTLE    CHILD 

One  day  as  Jumbo  was  passing  through  a  crowd, 
he  suddenly  stopped,  and  would  not  move  when  his 
keeper  told  him  to  go  on.  The  keeper  then  noticed 
that  a  lady  in  the  crowd  seemed  very  much  frightened 
as  she  came  running  toward  Jumbo.  A  little  child 
had  fallen  in  the  pathway,  and  was  lying  between 
Jumbo's  fore  feet.  Jumbo  would  not  stir  until  he  had 
taken  the  child  up  carefully  in  his  trunk  and  put  it  into 
its  mother's  arms. 

ELEPHANTS  IN  THE  TIMBER  YARDS 

The  work  of  the  timber  yards  in  India  is  nearly  all 
done  by  elephants,  and  it  is  great  fun  to  watch  these 
enormous  beasts  push  the  huge  logs  along  with  their 
tusks  to  the  required  place,  and  then  lift  them  care- 
fully with  their  trunks  on  to  the  pile  with  the  other 
logs.  The  mahouts — drivers — sitting  astride  of  their 
necks,  seemed  hardly  to  direct  them  at  all. 

The  mother  elephants  teach  the  baby  elephants  how 
to  pile  logs,  and  if  they  do  not  lay  the  logs  evenly, 
the  mother  elephants  will  hit  them  with  their  trunks. 
All  the  elephants  know  when  it  is  Sunday,  and  nothing 
will  induce  them  to  work  on  that  day.  On  week  days 
at  six  o'clock  a  bell  is  rung  in  the  timber  yard,  showing 
that  the  work  is  over  for  the  day,  and  even  if  an  ele- 
phant is  is  the  act  of  placing  a  log  on  the  pile,  at  the 
sound  of  the  bell  he  will  instantly  let  it  drop,  and  will 
walk  off  to  his  shed. 


FEBRUARY  157 

HOW    A    FAITHFUL    ELEPHANT    HELPED    WIN    A    BATTLE 

During  a  battle  in  India.,  an  elephant  carried  on  his 
back  the  standard  bearer  of  the  army.  In  the  begin- 
ning of  the  fight  the  mahout,  who  had  just  commanded 
the  elephant  to  halt,  was  killed,  and  fell  at  the  feet  of 
the  huge  beast.  The  faithful  animal,  true  to  his  train- 
ing, stood  still  at  the  word  of  command,  and  after  that 
no  one  could  make  him  move.  The  voice  for  which 
he  listened  was  not  to  be  heard  again.  Meanwhile 
the  battle  went  on,  and  the  side  to  which  fhe  elephant 
belonged  got  the  worst  of  it,  and  had  he  riot  stood  with 
the  flag  flying  above  his  back  the  enemy  would  have 
won  the  victory.  His  people  seeing  the  flag  still  at  the 
front,  rallied  around  him  and  at  last  won  the  battle. 

The  faithful  creature  would  not  move  for  days  and 
nights,  not  until  the  soldiers  sent  a  long  distance  and 
brought  the  mahout's  little  son,  whose  authority  the 
elephant  recognized.  The  boy  had  helped  his  father 
to  train  the  elephant,  and  when  the  boy  spoke  he 
obeyed  at  once. — Educational  Journal. 

II     NATUEE  STUDY 

GOLD 

I.  Material. 

Specimens  of  ore,  gold  leaf,  wire,  coin,  jewelry, 

etc. 
II.  Teacher's  Preparation. 

1.  Outline  of  all  the  distinguishing  properties 
of  gold. 

a.  Color — yellow. 
&.  Luster — metallic. 


158  THE   THIKD    SCHOOL   YEAR 

c.  Structure — granular,  'compact. 

d.  Hardness — soft.  r 

e.  Weight — heavy — carries  much  value  in  a 

small  bulk. 
/.    Other       properties  —  opaque.       flexible, 

malleable,  ductile. 
g.  Tests — does  not  dissolve  in  any  one  acid. 

2.  Adaptation  of  language  and  information. 

3.  Preparation  of  a  diagram  in  which  to  note 

the  various  properties  as   observed  by  the 
children. 
III.  Suggestions. 

Discover  what  child  already  knows  of  this  metal. 
Have  him  compare  it  with  other  metals. 
How  does  he  know  gold?  Why  is  it  the 
most  precious  metal?  Why  is  it  useful? 
Name  uses  of  gold. 

By  directing  his  observation,  lead  the  pupil  to 
gain  additional  information.  Add  facts  of 
such  a  nature  as  to  be  readily  grasped  by 
child.  Eecall  the  account  of  the  discovery 
of  gold  in  the  state  of  California.  This  was 
given  to  the  children  in  connection  with 
their  home  geography. 

Tell  something  of  the  history  of  the  use  of  gold 
— its  use  in  Bible  times,  etc. 

TOPICS   FOR  STUDY   OF   GOLD 

1.  Common  Properties. 

2.  Values  and  Uses. 

3.  How  and  Where  Found. 


FEBKUAKY  159 

4.  Preparation  for  Using. 

5.  Story  of  Gold  Discovery. 

6.  Money  and  Ornaments— the  Mint. 

^INFORMATION-. 

The  gold  found  in  the  earth  is ,  native  gold.  It  is 
not  often  found  in  a  native  state,  but  is  generally  mixed 
with  silver,  copper,  or  other  substances.  Gold  is  too 
soft  to  work  in  a  pure  state  and  is  hardened  by  one 
part  of  copper  to  nine  parts  of  gold.  To  make  jewelry, 
silver  is  added  to  this  gold  and  copper. 

Much  of  our  gold  has  been  found  in  minute  parti- 
cles in  the  gravel  and  sand  of  rivers.  To  separate  the 
gold  this  is  washed  in  a  shallow  pan;  the  gold,  being 
heavier,  collects  in  the  bottom. 

Gold  is  sometimes  found  in  rocks  in  scales,  or  plates, 
and  sometimes  in  lumps  called  nuggets.  Rocks  con- 
taining gold  are  broken  in  a  mill;  the  sand  is  then 
run  over  mercur}^,  which  attracts  the  gold  and  draws  it 
together.  Water  is  then  turned  on,  and  the  next  process 
is  separating  the  mercury  or  quicksilver  from  the  gold. 

Gold  does  not  rust  or  perish.  It  can  be  worked  in 
many  shapes  and  ways.  A  single  grain  of  gold  can  be 
beaten  so  as  to  extend  over  a  surface  of  fifty  square 
inches. 

Study  silver — use  plan  similar  to  the  one  suggested 
for  the  study  of  gold. 

Use  the  useful  metals  for  comparative  work. 

Physics — Ductility.     Malleability. 

MUSCLES  AND  TENDONS 

I.  Muscles. 

1.  What  are  muscles? 


160  THE   THIBD    SCHOOL   YEAR 

2.  Of  what  composed? 

3.  Shape  of  muscles. 

4.  Attachment  to  bone. 

5.  Use  of  muscles. 

6.  How  muscles  work. 

7.  Hygiene  of  muscles. 

Effect  of  exercise. 
Stimulants  and  narcotics. 

8.  Compare  with  other  tissue. 
II.  Tendons. 

1.  How  tendons  are  formed. 

2.  Use  of  tendons. 

3.  How  they  differ  from  muscles. 

Ill    LITERATURE  AND  HISTORY 

LITERATURE 

Two  memory  poems  are  given  for  this  month :  "Hur- 
rah for  the  Flag/'  and  "Children/' 

In  connection  with  the  history  relate  the  story  of 
"Paul  Revere's  Ride."  Read  the  poem  to  the  children, 
accompanying  the  reading  with  suitable  comments  and 
explanations. 

Several  stories  are  to  be  presented  in  instalments — 
for  suggestions  see  September  and  October  literature. 

THE  GOLDEN   TOUCH — HAWTHORNE'S  WONDER  BOOK 

This  is  a  favorite  story  with  the  children.  Its  oral 
presentation,  however,  will  require  less  time  than  any 
other  upon  which  they  have  done  intensive  work,  as  the 
incidents  are  readily  grasped  and  easily  remembered. 

While  fascinated  with  the  details  of  the  story  see 


FEBKUARY  161 

• 

that  they  do  not  miss  important  features.  Tfyey,  too, 
can  understand  the  words  of  the  stranger  to  King 
Midas:  "The  commonest  things,  such  as  lie  within 
everybody's  grasp,  are  more  valuable  than  the  riches 
which  so  many  mortals  sigh  and  struggle  after." 

How  was  this  king  punished  for  his  selfish  love  of 
money?  Did  he  deserve  this?  Did  he  really  wish  to 
get  rid  of  the  golden  touch — why?  How  did  he  show 
his  sorrow  for  his  foolish  choice?  Do  you  think  he 
would  have  been  forgiven  if  he  had  not  been  so  much  in 
earnest  ? 

For  topics  for  study  see  language  outline. 

KIP    VAN    WINKLE — IRVING 

The  extreme  pleasure  which  children  derive  from 
hearing  this  delightful  story,  together  with  the  splen- 
did opportunity  it  affords  for  mental  discipline,  is  suf- 
ficient reason  for  its  presentation.  However,  there  are 
special  reasons  for  selecting  it  at  this  time.  The  study 
of  the  Dutch  and  the  Hudson  river  during  this  month 
will  furnish  appropriate  preparatory  work  for  the  story, 
while  the  study  of  Washington  and  the  Revolution  will 
aid  the  children  to  understand  something  of  the  great 
change  which  took  place  in  our  government  during  the 
prolonged  sleep  of  Rip  Van  Winkle. 

For  general  suggestions  for  presenting,  see  Septem- 
ber and  October  outlines  and  suggestions.  Locate 
places  on  black-board  map. 

This  is  a  masterpiece  of  English  prose,  but  what  will 
it  profit  the  child  if  you  relate  it  in  poverty  stricken 
phrases,  connected  by  that  enemy  of  good,  graceful 


162  THE   TH1KD    SCHOOL   YEAR 

English — the  ever  recurring  "and"?'  In  nature  study 
the  child  must  interpret  his  investigations  in  his  own 
words,  but  here  let  it  be  your  object  to  supplement  his 
meagre  vocabulary  by  some  of  the  beautiful  .language 
of  the  author,  which,  indeed,  is  none  too  beautiful  for 
the  children. 

The  author,  Washington  Irving,  does  not  come  under 
our  line  of  biographical  study,  yet  the  girls  and  boys 
should  be  told  something  of  his  life  and  work. 


Tell  of  the  masterly  use  he  made  of  language.  In- 
spire in  them  a  love  for  good  English,  so  that  they  may 
give  interested  and  intelligent  cooperation  in  the  im- 
portant work  of  their  own  vocabulary  building.  Show 
pictures  of  "Sunnyside,"  his  beautiful  home  on  the 
picturesque  and  historic  river  which  they  are  now  study- 
ing, about  three  miles  below  Tarrytown.  Tell  of  the 
pilgrimages  to  his  grave  on  the  hillside — the  worn 
and  beaten  path  a  greater  tribute  than  a  costly  monu- 
ment. 


FEBKUAEY  163 

"Here  lies  the  gentle  humorist,  who  died 
In  the  bright  Indian  Summer  of  his  fame! 
A  simple  stone  with  but  a  date  and  name, 
Marks  his  secluded  resting-place  beside 
The  river  that  he  loved  and  glorified/' 

,'/;,' .',"...  — Longfellow. 

RIP  VAN  WINKLE 

I.  Introduction. 

1.  The  Kaatskill  Mountains. 

2.  The  Village  of  Kaatskill. 

II.  Development. 

Eip  Van  Winkle. 

1.  His  life  in  the  village.         • 

His  characteristics  —  home  —  family  — 
friends. 

2.  His  experiences  on  the  mountain. 

a.  The  hunt — resting — stranger. 

ft.  Amphitheatre — nine-pins    party — flagons 

— sleep. 
c.  Awakening — place — condition. 

3.  His  return  to  the  village. 

Changes  in  the  village-home — friends — 
government  —  his  son  —  Judith  Gar- 
dener. 

III.  Conclusion. 

1.  Eip  Van  Winkle's  peaceful  old  age.   Eelating 

his  story  to  strangers. 

2.  Belief  of  the  people  concerning  Henry  Hud- 

son and  the  game  of 


OF  THE 

UNIVERSITY 

F 


164  THE   TH1ED    SCHOOL   YEAR 

HENRY  W.  LONGFELLOW 

Suggestions  for  Birthday  Observance 

As  Mr.  Longfellow  is  really  our  poet  for  the  year, 
the  pupils  are  already  prepared  to  discuss  certain 
phases  of  his  life  and  work  considered  in  connection 
with  their  reading  of  Hiawatha,  and  the  study  of  mem- 
ory poems,  so  that  little  time  need  be  occupied  in 
preparation  for  the  birthday  celebration.  Let  this  day, 
Feb.  27,  be  a  centralizing  point  for  the  somewhat  scat- 
tered work  of  the  year. 

1.  Have  Pictures  of  the  Poet  and  His  Homes. 

2.  Discuss  His  Early  Life. 

Birth-place — child  life — education. 

3.  His  Later  Life. 

Home  in  Cambridge — travels — writings  adapted 
to  children.  Dwell  upon  the  beauty  of  his  life 
and  his  great  love  for  children. 

4.  Have  pupils  repeat  their  memory  poem  for  this 

month  and  those  learned  previous  to  this  time — 
Hiawatha's  Childhood,  The  Builders,  etc. 

5.  Eead  "The  Children's  Hour,"  and  other  poems. 

6.  Ask  the  children  to  give  memory  gems  and  simple 

recitations  prepared  for  the  occasion. 

7.  Let  them  sing  appropriate  songs. 

THE  FLAG 

"And  when  we  wanted  an  emblem 

To  carry  in  war  and  peace, 
A  flag  to  tell  to  the  nations, 

That  the  Union  never  should  cease, 


FEBRUAKY  165 

We  looked  to  the  heavens  above  us, 

To  the  stars. in  the  fair  blue  skies, 
And  we  copied  the  red  from  sunset  clouds 

In  the  west,  when  the  daylight  dies. 

"The  red  of  the  stripes  is  an  emblem  of  war, — 

Defmance  it  speaks  to  our  foes; 
It  tells  of  our  courage,  valor,  and  truth, 

Wherever  this  free  flag  goes. 
The  spotless  white  of  the  beautiful  stars 

Means  purity,  innocence,  peace; 
May  these  bind  the  group  like  a  golden  cord, 

Till  time  with  its  troubles  shall  cease. 

"An  emblem  of  faith  is  the  azure  field, 

Like  the  beautiful  sky  above; 
It  whispers  God's  promises  ever  are  sure, 

And  tells  of  his  boundless  love. 
And  now  to  the  breezes  our  beautiful  flag, 

Unfurl  for  the  nations  to  view; 
Let  tyranny  tremble  and  wrong  hide  away, 

At  the  sight  of  its  red,  white  and  blue." 


Shortest  month  of  all,  we  greet  you! 

Bring  us  clouds,  or  bring  us  sun, 
Surely  all  will  bid  thee  welcome, 

Month  that  gave  us  Washington ! 

— E.  C.  Dowd. 

A  heart  that  was  brave,  strong  and  sure, 
A  soul  that  was  noble,  great  and  pure, 
A  faith  in  God,  that  was  held  secure, 
This  was  George  Washington. 

— Youth's  Companion. 


166  THE   THIRD    SCHOOL    YEAE 

"The  flag  for  which  he  fought,  we  bring, 

Our  own  red,  white  and  blue; 
It  says  to  each,  'be  brave,  dear  child/ 
And  then,  'be  pure  and  true/ 

"Oh,  may  its  folds  above  a  land 

United  float  for  aye; 

We'll  give  our  hands  and  hearts  and  lives 
To  keep  it  there  alway." 

This  should  little  children  learn: 
How  to  sing  when  skies  are  gray, 
How  to  smooth  another's  way, 
How  to  carry  bravest  heart 
Cheerily  through  every  part. 

— Harpers. 

WASHINGTON'S  BIRTHDAY 

9  Tis  splendid  to  live  so  grandly, 

That,  long  after  you  are  gone, 
The  things  that  you  did  are  remembered, 

And  recounted  under  the  sun; 
To  live  so  bravely  and  purely, 

That  a  nation  stops  on  its  way, 
And  once  a  year,  with  banner  and  drum, 

Keeps  its  thought  of  your  natal  day. 

,  — Margaret  E.  Sangster. 

.HISTORY 

The  life  and  work'  of  George  Washington  will  form 
the  basis  of  this  month's'  history,  the  study  of  Abraham 


FEBEUAEY  167 

Lincoln  being  deferred  until  April,  for  reasons  which 
will  be  stated  in  the  work  for  that  month. 

Contrary  to  what  the  mythical  stories  of  his  childhood 
would  have  us  to  believe,,  Washington's  matchless  char- 
acter was  a  growth — the  outcome  of  formative  influ- 
ences which  teachers  of  any  grade  of  children  should 
bear  well  in  mind. 

Why  is  Washington's  birthday  celebrated  all  over 
our  fair  land  ?  Children  can  more  clearly  understand 
the  greatness  of  his  life  and  work  if  conditions  during 
revolutionary  times  and  later  are  graphically  pictured 
to  them.  All  teachers  should  be  familiar  with  the  life 
of  Washington,  by  H.  C.  Lodge. 

This  is  an  extension  of  the  work  entered  upon  during 
the  first  year  of  the  child's  school  life,  and  as  the  new 
subjects  need  not  be  treated  in  detail,  sufficient  time  at 
the  beginning  of  the  month  will  be  available  for  the 
study  of  Dutch  settlement  as  outlined. 

This  being  the  birth-month  of  four  of  our  great 
Americans — Washington,  Lincoln,  Lowell,  and  Long- 
fellow— there  is  a  wealth  of  available  material  for  chart 
work.  The  "February  Chart"  usually  contains  pictures 
of  these  men,  their  homes,  language  and  art  work  by 
the  children — a  valentine,  etc. 

GEORGE   WASHINGTON 

I.  Review  of  Boyhood  of  Washington. 

Parents — homes — schools. 
II.  Our  Country  in  Washington's  Day. 
III.  The  Young  Surveyor  and  the  Ohio  Country. 

Washington's  Journey. 
IV.  Citizen  and  Soldier.    The  French  War. 


168  THE   THIKD    SCHOOL   YEAR 

V.  Stories  of  the  Eevolution. — Pratt. 

Emphasize  Washington's  courage — honor — • 
patience — unselfishness — faithfulness  in  lit- 
tle things — acts  of  kindness  and  generosity 
to  his  soldiers. 

VI.  Life  at  Mt.  Vernon. — Mt.  Vernon  To-day. 
VII.  Tributes  to  Our  Honored  Hero. 

COLONIAL  HISTORY THE  DUTCH 

I.  Eeview  Manners  and   Customs  of  the  Dutch  in 

Holland  (studied  second  year). 
II.  The  East  India  Company. 
III.  Henry  Hudson. 

1.  His  voyage  and  discovery. 

2.  His  probable  fate. 

IV.  Purchase  of  Manhattan  Island. 
V.  The  First  Settlers :  Their  Institutional  Life. 

1.  Home  life — Dutch  houses,  furniture,  dress, 

etc. 

2.  Education. 

3.  Eeligion. 

4.  Business  life — trading  with  the  Indians,  etc. 

5.  Government. 

VI.  The  Growth  of  the  Colony. 

TRAVEL    AND    TRANSPORTATION 

Discuss  primitive  modes  of  travel  and  transportation, 
comparing  them  with  those  of  our  own  day. 

After  giving  the  work  upon  the  settlement  of  New 
York  by  the  Dutch,  as  suggested  in  the  outline  for  the 
development  of  the  subject,  tell  of  Eobert  Fulton  and 
his  steamboat  on  the  Hudson. 


FEBEUAEY  169 

In  connection  with  this  month's  geography  study, 
discuss  animals  used  in  travel  and  transportation — 
horses,  oxen,  dogs  of  Holland,  elephants  of  India,  the 
reindeer  of  the  Northland,  and  the  camel  of  the  desert. 


ONE   OF  THE  FIRST  RAILROAD  TRAINS 

IV     NUMBER 

Teach  numbers  from  seventy  to  eighty,  emphasizing 
those  found  in  the  tables. 

Continue  the  work  on  building.  Have  pupils  meas- 
ure and  find  surfaces  of  boxes,  rooms,  etc.,  until  they 
can  formulate  the  generalizations  or  rules  for  finding 
entire  surfaces.  Find  entire  surface  of  the  school  room. 
Have  pupils  decide  which  dimensions  must  be  used  in 
finding  area  of  the  ends — the  ceiling,  etc. 

Give  problems  upon  painting,  plastering — upon  deco- 
rating and  furnishing  the  house. 

Continue  construction  of  tables  and  drills  upon  rapid 
combinations  of  numbers. 

Distinguish  and  apply  the  Reman  numbers. 

Teach  values  of  gold  and  silver  coins;  have  these 
coins  in  class. 


170  THE   THIRD    SCHOOL   YEAR 

Children  copy  and  complete: 

10  mills    =  1  cent. 

—  cents    =  1 

10  dimes  =  

10  dollars=  1  Eagle. 

Teach  value  and  use  of  measures  of  troy  weight. 
Have  measures  in  the  school  room. 
Find  ratios. — Eelation  of  ounce  to  pound — pound  to 
ounce,  etc. 

V     LANGUAGE 

Continue  the  study  of  the  paragraph.  Suggestive 
outlines  are  given  for  oral  and  written  reproduction. 

Teach  possessive  singular  of  nouns  and  provide  occa- 
sion for  its  use  by  dictating  such  sentences  as : 

Rip  Van  Winkle's  home  was  on  the  Hudson. 
His  daughter's  name  was  Judith. 
His  dog's  name  was  Wolf. 

While  formal  work  in  language  should  form  little 
part  of  the  year's  work,  preparatory  to  the  following 
year's  work  simple  lessons  may  be  given  upon  name 
words  or  nouns,  and  action  words  or  verbs.  These 
exercises  are  always  pleasant  to  the  children  and  can 
be  made  quite  profitable. 

Ask  the  pupils  to  name  objects  studied  this  month — 
gold,  silver,  copper,  etc.  These  name  words,  not  the 
objects,  are  called  nouns.  Require  lists  '6¥  nouns- used 
in  different  lessons ;  names  of  objects  seen  in  various 
places. 

Plan  action  lessons  for  the  class.    After  stating  when 


FEBRUAKY  171 

the  lesson  will  begin,  perform  a  series  of  actions,  call- 
ing upon  a  child  to  describe  what  you  have  done.  Ask 
a  child  to  perform  a  series  of  actions  and  then  call 
for  descriptions  as  before.  Prepare  sentences  to  be 
completed  by  this  class  of  words  selected  from  their 
reading  and  other  lessons. 

The  Golden  Touch. — Outline  for  written  reproduc- 
tion. 

THE   GOLDEN   TOUCH 

1.  King  Midas. 

2.  His  Treasure  Eoom. 

3.  The  Stranger. 

4.  The  Golden  Touch  Received. 

5.  Little  Marygold. 

6.  The  Golden  Statue. 

7.  The  Stranger's  Eeturn. 

8.  The  Golden  Touch  Removed. 

THE    ELEPHANT 

1.  Where  Found? 

2.  General  Appearance. 

Height — weight — form — color. 

3.  Parts. 

Head — eyes,  ears,  tusks,  trunk. 

Body. 

Legs. 

Tail. 

4.  Character. 

5.  Food. 

6.  Habits. 

7.  Hunting  the  Elephant. 

8.  Uses. 


172  THE   THIKD    SCHOOL   YEAR 

SELECTIONS   FOR   READING 

Class  work,,  seat  reading,  and  sight  reading  continued. 
Selections  related  to: 

1.  Beasts  of  Burden. 

The  Lost   Camel. — Stepping    Stones  to   Litera- 
ture. 
The  Old  Man  and  His  Donkey.— 8.  S.  L. 

2.  The  Dutch  and  Holland. 

The  Boy  Hero,  story  of  "The  Leak  in  the  Dike/' 
-8.  S.  L.  ' 

3.  Gold. 

The  Wise  Fairy.— A  lice  Cary—S.  S.  L. 

4.  George  Washington. 

Stories  of  George  Washington. — Booklet  Educa- 
tional Pub.  Co.  Let  this  be  sight  reading  after 
the  work  in  history  has  been  developed. 

VI     THE  ARTS 

MUSIC 

Exercises  in  Key  of  D. 

Song  Exercises.    Vocal  Culture. 

National  Songs. 

America. 

Columbia,  the  Gem  of  the  Ocean. 

Our  Land  is  Free. 

Freedom's  Flag. 

The  Big  Drum. 

During  this  month  place  more  than  usual  stress  upon 
the  singing  of  patriotic  songs.  Songs  should  be  used 
not  only  to  instil  moral  and  religious  principles,  but 


FEBKUARY  173 

also  love  of  home  and  country.  Give  sufficient  atten- 
tion to  the  interpretation  of  these  songs  so  that  the 
children  may  understand  the  meaning  which  they  are 
to  convey. 

DRAWING    AND    PAINTING 

Draw  boats,  ships,  animals  used  in  transportation. 

Illustrate  "Rip  Van  Winkle." 

Paint  the  flag. 

The  children  will  take  much  interest  in  illustrating 
the  story  of  Eip  Van  Winkle  if  the  recital  has  been 
graphic,  and  they  have  been  asked  to  form  mental  pic- 
tures. See  that  their  illustrations  follow  the  order  of 
the  incidents  narrated  in  the  story. 

Children  should  have  some  practice  in  drawing  from 
copies;  let  them  supplement  their  free  hand  drawing 
by  copying  from  the  black-board  sketches  or  picture 
charts,  boats,  ships,  and  animals  used  in  transportation. 

Before  having  the  flag  painted,  speak  of  its  history. 
Note  the  number  of  its  stars,  stripes — reason  for  this 
number — significance  of  the  colors. 

CONSTRUCTIVE   AND   DECORATIVE   WORK 

Decorate  book  covers,  picture  frames. 

Make  valentines,  envelopes. 

Observe  St.  Valentine's  Day.  Tell  the  children  of 
St.  Valentine's  sweet  and  true  love  for  the  young,  and 
how  others  aimed  to  carry  out  his  meaning  by  sending 
verses  and  loving  letters  to  their  friends.  Discourage 
the  comic  and  the  ridiculous  by  emphasizing  the  appre- 
ciation of  beauty  and  loveliness  for  which  St.  Valentine 
stands.  Let  the  pupils  use  original  designs  in  making 


174  THE   THIKD    SCHOOL   YEAR 

these  valentines;  they  may  be  heart-shaped,  oblong, 
etc.  Flowers,  birds,  etc.,  may  adorn  the  outside,  and 
appropriate  verses  may  be  written  on  the  inside  pages. 
Let  the  children  cut  and  paste  envelopes  in  which  to 
place  these  valentines. 

Ask  the  children  to  decorate  covers  for  little  booklets 
in  which  to  put  their  illustrated  work  on  history  and 
literature.  Let  them  decorate  frames  for  small  pictures 
of  Washington,  Longfellow,  etc. 

CHART   WORK 

Animal  Chart — Pictures  of  Beasts  of  Burden. 

February  Chart — Pictures  of  Washington,  Mt.  Ver- 
non,  Longfellow,  Lowell,  Lincoln  and  their  Homes. 
Valentines,  etc. 

PICTURE    STUDY 

Pictures  of  Animals  by  Sir  Edwin  Landseer: 
Sleeping  Bloodhound. 
Shoeing  the  Bay  Mare. 
Saved. 

Monarch  of  the  Glen. 
The  Sanctuary. 


Hang  out  your  flags,  birch  and  willow ! 

Shake  out  your  red  tassel,  larch ! 
Up,  blades  of  grass,  from  your  pillow ! 

Hear  who  is  calling  you — March  ! 

— Lucy  Larcom. 

I    GEOGKAPHY 

PENNSYLVANIA 

During  this  month  the  lines  of  work  upon  geography 
and  history  blend  very  closely  for  a  time.  In  present- 
ing the  work  upon  history,  the  simple  map  sketched 
on  the  board  should  show  the  settlements  previously 
studied — Jamestown,  New  York.  Now  let  Pennsyl- 
vania appear  in  full  outline,  with  chief  rivers  and 
mountains  located.  Locate  Philadelphia  on  the  map — 
Pittsburg  and  our  home  village — California.  Teach 
relative  position  of  the  places  studied. 

Follow  this  work  with  a  series  of  lessons  upon  the 
geography  of  the  state  as  it  is  to-day — physical  features 
— resources — industries — chief  cities,  etc.  Have  pupils 
decide  where  cities  should .  be  located.  Connect  the 
work  with  the  previous  study  of  the  Monongahela  valley 
— coal,  coke — present  the  study  of  iron. 

175 


176  THE   THIED    SCHOOL   YEAE 

When  studying  Philadelphia  have  plan  of  city 
sketched  upon  the  board.  Make  frequent  use  of  pic- 
tures— those  in  the  picture  room,  and  those  collected  by 
children. 

The  work  outlined  here  is  not  intended  to  be  ex- 
haustive; as  has  been  said,  home  geography  forms  the 
basis  of  the  year's  work.  It  is  the  purpose  at  this 
stage  to  reach  both  backward  and  forward — making 
much  use  of  acquired  knowledge,  and  preparing  for  the 
following  year's  work. 

PENNSYLVANIA 

I.  Position  and  Size. 
II.  Boundaries. 
III.  Physical  Features. 

Rivers — mountains — climate. 
IV.  Chief  Cities. 

V.  Leading    Industries;      Products    Exported — Im- 
ported. 

VI.  Government.    Harrisburg,  the  State  Capitol. 
VII.  An  Imaginary  Trip  to  Philadelphia,  stopping  at 
Pittsburg,  Altoona,  and  Harrisburg. 

1.  Direction — route — time. 

2.  General  appearance  of  city. 

Location — size — width  and  direction  of 
streets. 

3.  Principal   streets.     Character  of  buildings 

— residence  and  business  streets. 

4.  Chief  places  of  interest: 

Independence   Hall — public  buildings — 
mint — zoological  gardens,  etc. 


MARCH  177 


II     NATUEE  STUDY 

For  March  is  come. 

What  joy  to  welcome  the  Eobin  home ! 

But  wait,  the  furrows  are  not  upturned: 

Only  the  berries  that  hung  and  burned, 

Of  last  year's  fruit,  are  good  to  eat, 

With  balsamed  spruce  and  the  Pine-seed  sweet, 

And  a  taste  of  snow,  so  fresh  and  crisp, 

Till  mild  winds  whisper  and  green  leaves  lisp. 

But  call  aloud, 

0  Bluebird  proud ! 

And  build  your  nest, 

Dear  old  Eedbreast, 

Framed  with  sticks  and  plastered  with  mud, 
And  greeting  give  to  the  swelling  bud. 

— Selected. 

SEEDS 

The  study  of  the  germination  of  seeds  which  the 
pupils  made  during  the  earlier  school-life  awakened  in 
them  a  deep  interest  in  the  beginning  of  the  life  history 
of  the  plant. 

Continue  the  observational  work  in  the  school-room, 
upon  seeds  planted  in  earth,  and  upon  moist  cotton  or 
sponge.  Use  a  variety  of  seeds  so  that  sufficient  ma- 
terial may  be  afforded  for  comparison.  Have  the  pupils 
take  measurements  and  make  drawings  at  stated  times. 
Let  them  keep  a  record  of  these  observations.  En- 
courage those  who  will  be  able  to  have  home  gardens  to 
raise  young  plants  for  placing  out. 


178  THE   THIED    SCHOOL   YEAB 

THE    SEED — OUTLINE 

I.  General  Appearance. 

Form — size — color,  etc. 
II.  Parts. 

1.  Skin    or    seed-coat, — character — use    to    the 

seed. 

2.  Seed  leaves  or  cotyledons — number  in  differ- 

ent seeds,  pea,  bean,  corn,  wheat — use  to  the 
plant. 

3.  The  plantlet  or  embryo. 

a.  Plumule — direction  of  growth — appear- 
ance during  stages  of  growth — feeds 
upon  cotyledons.  The  plumule  pushes 
the  bean  through  the  ground  and  it 
becomes  the  first  pair  of  seed  leaves. 
Leaves  are  the  lungs  of  the  plant. 

6.  The  radicle — direction  of  growth — size 
and  appearance  at  stated  times — 
branches  and  hairs  on  the  roots.  Boots 
drink  up  moisture  from  the  ground. 

GROWTH  OF  BUDS 

1.  When  Buds  Begin  to  Grow. 

2.  How  They  are  Protected. 

3.  How  Leaves  are  Placed  in  the  Buds. 

4.  How  Buds  are  Arranged  on  the  Twig. 

5.  Appearance  at  Different  Stages  of  Growth. 

6.  How  the  Buds  Open. 

7.  Observe  Peach  Tree  at  This  Season. 

8.  Compare  with  Lilac,  Horsechestnut  and  Others. 


MAKCH  179 

IMPORTED  FRUITS 

Keference  to  the  preceding  work  in  nature  study 
and  geography  will  acquaint  you  with  the  lines  of  work 
planned  out  upon  food,  clothing,  and  shelter.  This 
month,  'when  our  fields  are  bare,  we  will  study  those 
foods  shipped  to  us  from  warmer  climates.  This  work 
upon  imported  fruits  is  most  attractive  and  interesting 
— affording  fine  opportunity  for  art  and  language  work. 

Study  the  orange,  lemon,  and  banana.  Here,  also, 
present  the  subjects  in  the  outline  in  installments. 
Plenty  of  object  material  is  at  hand — fruit — wood — 
leaves ;  use  pictures,  drawings,  etc. 

Here,  as  in  all  object  work,  have  the  pupil  make  his 
own  discoveries;  require  him  to  report  the  results  of 
these  investigations  in  his  best  way. 

Picture  an  orange  grove — tell  of  the  beauty  and  fra- 
grance of  the  blossoms,  etc. 

Oranges  ripen  from  late  in  November  until  early  in 
March,  depending  somewhat  upon  the  variety  and  the 
season.  The  regular  blossoming  season  is  the  spring, 
but  trees  may  be  seen  in  blossom  at  all  seasons.  Some- 
times one  may  see  on  the  tree,  blossoms,  green  and 
mature  fruit  at  the  same  time.  If  all  ripened  at  once 
the  branches  might  break  down — we  could  have  fruit 
only  at  one  season. 

Oranges  are  picked  before  they  are  ripe — they  are 
packed  in  soft  paper  or  Indian  corn  husks  and  shipped. 
They  may  remain  in  the  boxes  for  several  weeks  without 
injury;  each  box  holds  about  two  hundred  and  fifty 
oranges. 


180  THE   THIED    SCHOOL    YEAR 

THE   ORANGE 

I.  General  Appearance. 
Form,  color,  size. 
II.  Parts. 

1.  Rind  used  for  medicine  and  in  confectionery. 

2.  Pulp — cells  which  contain  juice. 

3.  Seed  cells — little  jackets,  or  pockets. 

4.  Seeds — number,    size,    color — covered    with 

thick  seed  coat.  Placed  in  parts  of  the 
orange  which  are  formed  by  membranous 
partitions. 

III.  Uses. 

IV.  Where  the  Orange  Grows. 

Climate — warm.      Soil — moist,    fertile,    clayey. 
Cultivated  in   California,  Florida,   Texas,   etc. 
Y.  Character  of  Tree. 

1.  An   evergreen — height    10  to   25   ft. — many 

branches. 

Tree  covered  with  smooth  gray  bark. 

Wood  yellowish  white — used  for  furniture. 

2.  Leaves — dark    green,   shiny,    fragrant — used 

in  medicine — contain  oil  used  in  perfum- 
ery. 

3.  Blossoms — snow    white,    waxy    look,    star- 

shaped,  yellow  center — very  fragrant  and 
very  beautiful. 

4.  Fruit — ripening —  picking — packing — ship- 

ping. 
VI.  Varieties. 

1.  Lisbon — round — thick  peel. 

2.  China — thin  rind — round  and  juicy. 


MAKCH  181 

3.  Egg — oval  shaped. 

4.  Majorca — seedless. 

5.  Blood — pulp  a  blood  color. 

6.  Tangarine. 

A    USEFUL    METAL IRON 

I.  Use  of  Iron  in  Building. 
II.  Characteristics  of  Iron. 

Compare  with  other  metals. 
III.  Kinds  of  Iron. 

Wrought  iron,  cast  iron,  eta. 
Articles  made  of  each  kind. 
IV.  Iron  Ore. 

How  obtained. 
How  prepared  for  use. 
V.  Iron  Industries  of  Our  State. 
Location  of  chief  foundries. 
Importance  of  this  industry. 

THE   MAGNET 

Illustrate  magnetism. 

Simple  apparatus :  a  bar  or  horseshoe  magnet,  iron 
filings,  tacks,  bits  of  copper  wire,  etc. 

Ill     LITERATUKE  AND  HISTORY 

LITERATURE 

Stories  and  Poems. 

March. — Lucy  Larcom. 

Mother  Earth's  First  Child.— Garden  and  Field. 

The  Magnet's  Choice. — Hoivlitson. 

The  Village  Blacksmith. — Longfellow. 

The  Fiftieth   Birthday  of   Agassiz. — Longfellow. 

The  Four  Winds. — Sherman. 


182  THE   THIRD    SCHOOL   YEAE 

STUDY   OF  A   POEM 

The  Village  Blacksmith. — Long-fellow. 
I.  Material. 
II.  Teacher's  Preparation. 

1.  Discovering  underlying  truth  or  generaliza- 

tion. 

2.  Development  of  words  and  phrases. 

3.  Discovering  elements  of  subject  matter. 

Thought  or  topical  analysis. 
III.  Suggestions  for  Teaching. 
See  previous  work. 

ANALYSIS 

I.     Introduction. 
Lines. 
1-  2.     Scene. 

II.     Development. 

3-40.     Theme :    The  sacredness  of  toil. 
3-  8.     Blacksmith's  appearance  described. 
9-18.     Characteristics:    Honesty  and  perseverance. 
19-24.     Pleasure  afforded  the  children. 
25-36.     At  church. 

His  boys — the  parson. 

Daughter's  singing  causes  joyous  mood — this 

gives  place  to  sorrow. 
37-38.     Work,  pleasure  and  sorrow  are  commingled  in 

his  life. 
39-42.     Eeward  for  daily  duty  done. 

III.     Conclusion. 

43-44.     Our  indebtedness  to  the  blacksmith. 
45-48.     Analogy  between  our  lives  and  his. 


MARCH  183 

SONG 

(Tune,  "Juanita") 
Soft  o'er  the  mountain, 

Comes  once  more,  the  glad  refrain, 
Wake  stream  and  fountain, 

Spring  is  here  again. 
All  the  buds  are  swelling, 

Hear  the  bees  low,  drowsy  hum, 
List  to  wild  birds  telling 

Gentle  spring  has  come. 
Springtime,  lovely  springtime, 

Thou  art  clothed  in  beauty  rare, 
Springtime,  lovely  springtime, 

Thou  art  fresh  and  fair. 

Now  from  their  dreaming 

Flow'rs  awake  in  beauty  new, 
And  sunshine  beaming 

Steals  away  the  dew. 
Now  the  ring-dove's  cooing, 

All  the  robins  sing  and  sing, 
And  the  thrush's  wooing 

Makes  the  wild  woods  ring. 
Springtime,  lovely  springtime, 

Notes  of  rapture  greet  our  ear; 
Springtime,  lovely  springtime, 

Welcome,  welcome  here. 

THE  FIFTIETH  BIETHDAY  OF  AGASSIZ 

May  28,  1857. 
It  was  fifty  years  ago 

In  the  pleasant  month  of  May 


184  THE   THIED    SCHOOL   YEAR 

In  the  beautiful  Pays  de  Vaud, 
A  child  in  its  cradle  lay. 

And  nature,  the  old  nurse,  took 

The  child  upon  her  knee, 
Saying:    "Here  is  a  story-book 

Thy  Father  has  written  for  thee." 

"Come,  wander  with  me/'  she  said, 

"Into  regions  yet  untrod; 
And  read  what  is  still  unread 

In  the  manuscripts  of  God." 

And  he  wandered  away  and  away 
With  Nature,  the  dear  old  nurse, 

Who  sang  to  him  night  and  day 
The  rhymes  of  the  universe. 

And  whenever  the  way  seemed  long, 

Or  his  heart  began  to  fail, 
She  would  sing  a  more  wonderful  song, 

Or  tell  a  more  marvelous  tale. 

So  she  keeps  him  still  a  child, 

And  will  not  let  him  go, 
Though  at  times  his  heart  beats  wild 

For  the  beautiful  Pays  de  Vaud; 

Though  at  times  he  hears  in  his  dreams 
The  Ranz  des  Vaches  of  old, 

And  the  rush  of  mountain  streams 
From  glaciers  clear  and  cold. 


MAECH  185 

And  the  motlier  at  home  says  "Hark ! 

For  his  voice  I  listen  and  yearn; 
It  is  growing  late  and  dark, 

And  my  boy  does  not  return !" 

— Longfellow. 

"Wind-Flower,  Wind-Flower,  why  are  you  here? 
This  is  the  boisterous  time  of  the  year 
For  blossoms  as  fragile  and  tender  as  you 
To  be  out  on  the  roadsides,  in  spring  raiment  new ! 
The  snow-flakes  yet  flutter  abroad  in  the  air 
And  the  sleet  and  the  tempest  are  weary  to  bear. 
Have  you  not  come  here,  pale  darling,  too  soon? 
You  would  seem  more  at  home  with  the  blossoms  of 
June. 

"  'Why  have  I  come  here  ?'  the  Wind-Flower  said : 
'Why  ?'  and  she  gracefully  nodded  her  head 
As  a  breeze  touched  her  petals :    'Perhaps  to  show  you 
That  the  strong  may  be  sometimes  the  delicate,  too. 
I  am  fed  and  refreshed  by  these  cold,  rushing  rains, 
The  first  melting  snow-drifts  brought  life  to  my  veins ; 
The  storm  rocked  my  cradle  with  lullabies  wild : 
I  am  here  with  the  wind — because  I  am  his  child !' ? 

"I  must  be  in  my  place 

Although  it  is  so  chilly, 
For  the  children  all  expect  me," 
Says  the  daffy-down-dilly. 

— Youth's  Companion. 

Dear  little  blossoms  down  under  the  snow, 
You  must  be  weary  of  winter,  I  know. 


186  THE   THIKD    SCHOOL   YEAR 

Hark !   while  I  bring  you  a  message  of  cheer : 
Summer  is  coming,  and  springtime  is  here. 

—Mrs.  E.  H.  Miller. 

HISTORY PENNSYLVANIA 

In  the  previous  work  upon  colonial  history,  and  in 
connection  with  the  geography  for  this  month,  sufficient 
suggestions  have  been  given  for  the  presentation  of  this 
subject. 

In  addition  to  the  work  outlined  select  and  present 
stories  from  "Stories  of  Pennsylvania." — Walton  and 
Brumbaugh.  In  the  study  of  the  school-life  the  chap- 
ters: "A  School  in  the  Early  Day"  and  "The  Pious 
Schoolmaster  on  the  Skippack"  will  be  found  especially 
helpful. 

I.  When  and  Why  Settled. — William  Penn  and  the 
Quakers. 

II.  The  Grant  of  Land. — Position  with  Eeference  to 
Other  Colonies  Studied. 

III.  Penn's  Treaty  with  the  Indians. 

Treaty  Elm — wampum  belt — monument  mark- 
ing the  spot. 

IV.  Founding  of  Philadelphia.     Plan  of  the  City. 

V.  Early  History  of  Philadelphia. 

First  houses — animals  brought  from  England, 
etc. 

VI.  Government — the  "Great  Law." 

VII.  Growth  —  Institutional  Development.  —  See  Vir- 
ginia Outline. 


MARCH  187 


IV    NUMBER 

Develop  new  numbers  to  ninety. 

Give  problems  concerning  steel  and  iron. 

Have  pupils  write  problems  involving  the  cost  of 
seeds  and  imported  fruits. 

Give  much  practice  in  the  making  of  bills,  as  by  this 
means  the  pupils  will  become  more  familiar  with  the 
use  of  the  different  units  of  measure.  Children  greatly 
enjoy  playing  store-keeping.  Select  a  child  to  be  mer- 
chant and  ask  others  to  buy  different  articles.,  using  real 
money  in  payment.  While  the  buying  is  in  progress 
have  one  child  write  the  bill  of  goods  on  the  board,  the 
others  copying  and  finding  amount  of  the  sales.  This 
will  provide  for  exercise  in  addition  of  whole  numbers 
of  three  or  more  figures. 

Give  detailed  work  upon  the  cube,  using  it  to  develop 
the  subject  of  decimals.  For  this  work  employ  the 
method  illustrated  by  W.  M.  Giffin.  See  Giffin's 
Arithmetic. 

Teach  notation  of  numbers  through  hundreds  and 
hundredths. 

Continue  counting  by  given  numbers. 

Kequire  pupils  to  construct  the  eighth  table  and 
repeat  it  in  tabular  form. 

Teach  differences  of  dates,  using  subtraction  of  whole 
numbers  of  four  figures. 

Philadelphia  was  laid  out  in  1683;  how  long  ago  was 
that? 

How  long  after  Jamestown  was  settled? 

How  long  before  George  Washington  was  born? 


188  THE   TH1ED    SCHOOL   YEAR 


V    LANGUAGE 

Continue  the  sentence  work  during  the  development 
of  the  lessons  on  history,  nature  study,  etc.  At  the  end 
of  the  week  or  whenever  a  lesson  unit  has  been  pre- 
sented, have  it  reproduced  from  outlines  on  the  board, 
the  children  first  discussing  the  subject  orally  and  then 
making  written  reproductions. 

PENNSYLVANIA OUTLINE   FOR   PARAGRAPHS 

1.  By  whom  settled?     When?     Where? 

2.  Quakers — dress — language — customs. 

3.  Treaty.    Where  made — wampum  belt — treaty  elm. 
Arrange   similar   lessons  upon  the  early  history   of 

Philadelphia.  Have  the  imaginary  trip  to  Philadelphia 
reproduced.  Our  boys  and  girls  of  last  year's  class 
took  much  pleasure  in  writing  to  their  parents,  giving 
them  an  account  of  the  trip.  They  were  aided  by  sug- 
gestive words  written  on  the  board. 

OUTLINE   FOR    DESCRIPTION    OF   A   FRUIT 

The  Banana. 

I.  Appearance, — size — form — color. 
II.  Parts. 

III.  Uses. 

IV.  Where  Found.    Kinds. 

V.  How  Eaised.     The  Plant. 

1.  Shoots — trunk. 

2.  Leaves, — length — width — shape — uses. 

3.  Blossoms. 

4.  Fruit, — where  placed — gathering — shipping. 


MAKCH  189 

LETTER   WRITING 

Give  the  children  the  privilege  of  writing  letters 
frequently.  This  is  always  a  pleasure  to  the  girls  and 
boys 'and  it  may  be  made  very  profitable  to  them.  That 
they  may  have  some  special  motive  for  these  exercises 
ask  them  to  write  to  their  parents  describing  their 
imaginary  trips;  frequently  let  language  reproduction 
take  the  form  of  letter  writing. 

Study  the  abbreviations  used  in  correspondence,  and 
others  which  may  be  employed  in  the  various  branches 
of  school  work.  Dictate  words  and  ask  the  children  to 
write  the  abbreviations. 

Pay  attention  to  these  conventional  forms : 
The  Heading. 

Address  of  the  writer. 

Date  in  full. 
The  Introduction. 

Name  and  address  of  the  correspondent. 

The  salutation. 
The  Body  of  the  Letter. 
The  Conclusion. 

Complimentary  close. 

Signature. 

THE  LEMON 

Yesta  Yorty,  age  9. 

The  form  of  the  lemon  is  ovoid.  Some  lemons  are 
twice  as  large  as  an  egg.  The  color  of  the  outer  skin 
is  light  yellow  and  the  inner  skin  is  white.  There  are 
from  nine  to  twelve  parts  in  the  lemon. 

The  lemon  tree  is  found  in  India,  California,  and 
Florida.  The  height  of  the  tree  is  from  ten  to  fifteen 


190  THE   THIKD    SCHOOL   YEAR 

feet.  The  leaves  are  light  green  and  they  have  little 
dots  in  them. 

The  kinds  of  the  lemons  are  common  lemon,  thin 
skinned  lemon,,  and  the  citron  lemon.  We  use  the 
common  lemon  for  baking. 

We  pack  lemons  in  crates.  Some  crates  have  one 
hundred  and  fifty  lemons  and  some  have  two  hundred 
lemons  in  them.  When  we  go  to  pack  the  lemons  we 
put  tissue  paper  around  them  so  they  will  not  get 
bruised.  We  ship  lemons  in  crates. 

The  lemon  is  used  as  cooling  drink,  for  flavoring, 
medicine  and  food.  We  flavor  cakes  and  pies  with 
lemons.  When  we  get  thirsty  we  make  lemonade. 

THE   ORANGE   TREE 

Blanche  Stokes,  age  8. 

I  am  a  little  orange  tree.  I  grow  in  Florida  in  a 
grove.  Florida  is  a  warm  country. 

I  am  found  in  warm  countries;  it  is  too  cold  for 
me  here.  I  could  not  grow  if  I  lived  here.  I  am  about 
twenty  feet  high  when  I  have  my  full  growth.  The 
people  think  I  am  very  nice.  Sometimes  the  people  of 
Florida  cut  down  my  friends  and  make  things  out  of 
them.  They  also  make  furniture  out  of  them,  too. 

My  leaves  are  dark  green.  They  have  little  dots  on 
them  as  if  a  pin  had  jagged  them.  They  have  large 
veins  as  well  as  small  ones.  You  can  hardly  see  the 
little  ones  in  the  leaf.  Have  you  ever  seen  an  orange 
leaf? 

My  blossom  is  white,  it  has  a  yellow  center.  I  have 
blossoms  all  the  time. 

My  fruit  is  round  and  it  is  orange  color.     The  rind 


MARCH  191 

of  the  orange  is  rough  on  the  outside.  The  parts  are 
the  skin,  rind,  and  pulp.  There  are  from  twelve  to 
fifteen  parts.  In  those  parts  are  little  sacs.  The  sacs 
have  juice  in  them. 

The  seeds  are  white.  There  is  a  little  kernel  inside 
of  the  seeds;  the  seed  is  ovoid  in  shape;  it  has  two 
skins  before  you  can  see  the  kernel. 

SELECTIONS    FOR   READING 

Class  work,  seat  reading,  and  sight  reading  continued. 
The  Lilac  Twig.— Spring  Series.— A.  Y.  R. 
Spring  in  the  Apple  Tree. — A.  Y.  R. 
The  Little  Seed. — Stepping  Stones  to  Literature. 
Selections  from  Ward's  Third  Eeader : 

The  Grateful  Swan.— Cary. 

The  Legend  of  the  Northland. — Cary. 

The  Hen  That  Hatched  Ducklings. 
Sight  reading  from  Garden  and  Field. 

VI     THE  AETS 

MUSIC 

Exercises  in  the  Key  of  A. 
Exercises  in  Dynamics. 
.    The  Triplet. 

Articulation  and  Breathing  Exercises. 
Spring  Songs. 

The  Lovely  Spring. 

The  Little  White  Lily. 

Springtime.     Tune,  Juanita. 

The  Voice  of  Spring. — Song  Budget 

Sweet  White  Lily. — Cecilian  Series. 

The  Wind. — Music  Primer. 


192  THE   THIED    SCHOOL   YEAE 

FORM  STUDY  AND  BRUSH  DRAWING 

Type  forms  continued. 
Study  of  the  cylinder. 
Draw  with  brush  and  color: 

Twigs  showing  buds. 

Use  twigs  and  buds  in  original  designs. 

Simple  landscapes. 

Imported  fruits — orange,  lemon,  etc. 

Model  cylinder  and  objects  resembling  it. 

Model  imported  fruits. 

Few  explanations  are  needed  with  reference  to  the 
work  of  this  month.  For  drawing  lessons  based  on 
the  type  forms  see  "Augsburg's  Drawing,  Book  I." 
What  objects  in  nature  resemble  the  cylinder?  Twigs, 
branches,  trunks  of  trees,  some  fruits  and  vegetables. 
On  the  way  from  school — at  home?  Poles,  pillars, 
pipes,  cans,  tumblers,  pottery. 

What  type  forms  previously  studied  do  the  imported 
fruits  resemble? 

CHARTS 

History  of  Pennsylvania. 
Imported  Fruits. 
'Trees  in  Simple  Landscapes. 

The  chart  on  history  may  contain  reproduction  exer- 
cises by  the  children,  pictures  of  William  Penn  and  the 
Indians,  drawings  of  the  wampum  belt,  treaty  monu- 
ment, etc.  The  children  usually  bring  interesting  pic- 
tures from  their  homes  for  these  charts. 

Let  the  chart  on  fruits  contain  the  children's  descrip- 
tions, decorated  with  the  fruit  painted  at  top  of  the 


LANDSCAPES 


194  THE   THIED    SCHOOL   YEAE 

paper.  Usually  the  student  teacher  decorates  the  head- 
ing of  the  large  chart.  Last  year  an  orange  grove  was 
painted  in  one  corner ;  a  pine  apple  plant,  banana  plant, 
etc.,  formed  other  decorations. 

PICTURE    STUDY 

St.  Anthony  of  Padua. 

Divine  Shepherd;  St.  John. 

Children  of  the  Shell. 

The  booklet  on  Murillo,  Educational  Publishing  Com- 
pany, gives  this  account  of  the  picture  called  St. 
Anthony  of  Padua :  There  is  the  kneeling  saint  with 
outstretched  arms  reaching  forward  to  embrace  the 
Christ  child,  who  comes  sliding  down  through  the 
nebulous  light  from  among  a  host  of  joyous  angels. 
From  the  ecstatic  look  on  the  face  of  St.  Anthony  we 
know  that  the  Child  of  God  has  been  drawn  to  earth  by 
the  prayerful  love  in  the  Saint's  heart.  We  feel  certain 
that  the  open  book  on  the  table  nearby  is  none  other 
than  the  best  of  all  good  books.  The  vision  has  come 
to  Saint  Anthony  on  the  earth,  for  that  is  common 
daylight  that  streams  in  through  the  open  door,  and 
those  are  perishable  lilies  in  the  vase  there  by  the  open 
book. 

By  the  painting  of  this  picture  Murillo  gained  for 
himself  the  title  of  "The  Painter  of  Heaven/' 

The  picture  has  always  been  highly  prized,  and  even 
the  hardships  of  war  did  not  tempt  the  men  of  the 
cathedral  of  Seville  to  accept  the  Duke  of  Wellington's 
offer  to  literally  cover  the  canvas  with  gold,  to  be  given 
in  exchange  for  the  precious  picture. 


"0  Risen  Christ !    0  Easter  Flower ! 

How  dear  thy  grace  has  grown ! 
From  east  to  west  with  loving  power, 
Make  all  the  world  thine  own." 

I     GEOGRAPHY 

In  accordance  with  the  Easter  thought  of  awakening 
to  new  life,  observe  the  renewal  of  life  in  the  tree. 

Study  trees  and  forests  according  to  the  outline, 
spending  several  weeks  on  the  subject.  Emphasize  the 
importance  of  forest  preservation  and  tree  planting. 
Tell  how  the  Germans  preserve  the  Black  Forest  by 
planting  trees.  Describe  high  mountains  of  the  world 
— show  pictures.  Read  to  the  class  "Louise,  the  Child 
of  the  Western  Forest/'— "Seven  Little  Sisters." 

Observe  Arbor  Day  by  the  use  of  appropriate  songs, 
poems  and  memory  gems — have  readings  of  children's 
descriptions. 

Ask  the  children  to  collect  tree  products :  camphor, 
resin,  cork,  rubber,  woods  of  various  kinds,  coffee,  sassa- 
fras, spices,  etc.  Some  of  these  may  be  placed  on  a 
chart — for  cinnamon,  cloves,  etc.,  use  small  bottles 
which  may  be  easily  tied  on  the  chart. 

195 


196  THE   THIED    SCHOOL   YEAK 

TREES   AND   FORESTS 

I.  Appearance  of  Trees. 

1.  At  this  season — renewal  of  life  in  the  tree. 

2.  During  the  winter  months — period  of  rest. 

3.  The  autumn  dress  of  the  trees. 

4.  Trees  in  the  summer  season. 
II.  The  Life  Story  of  the  Tree. 

1.  Parts  of  the  tree. 

2.  What  it  eats  and  drinks. 

3.  How  it  eats  and  drinks. 

4.  The   little  tree — the  great  tree — the   dying 

tree. 

III.  Some  Kinds  of  Trees. 

1.  Shade  trees — in  country  and  city. 

2.  Evergreen  trees. 

3.  Nut  trees. 

4.  Fruit  trees. 

IV.  The  Wood  of  Trees.— Uses. 

V.  Why  Forests  Should  be  Preserved. 

1.  Forest  and  rainfall. 

2.  Forests  and  soil. 

3.  "Wind  breaks"  for  crops. 

4.  Shelter  for  animal  life. 

5.  Use  poisonous  gases. 

6.  Beauty  of  scenery. 

VI.  Useful  Trees  of  Other  Lands. 

Coffee,,  chocolate,  nutmeg,  India  rubber,  palm 
tree,  olive,  cork. 

SOME  HISTORIC  TREES 

The  Wadsworth  Oak  at  Genesee,  N.  Y.,  said  to  be 
five  centuries  old.    The  Charter  Oak  at  Hartford,  Conn. 


APEIL  197 

Washington's  Elm,  Cambridge.  The  Old  Elm  on 
Boston  Common.  The  Treaty  Elm  on  the  banks  of  the 
Delaware,  under  which  Wm.  Penn  made  a  treaty  with 
the  Indians  in  1682.  A  monument  now  marks  the  spot. 

II     NATURE  STUDY 

The  Greeks  of  olden  times  welcomed  the  coming  of 
Aurora,  the  Spring,  with  signs  of  great  rejoicing.  This 
season  should  bring  joy  and  gladness  to  the  heart  of 
every  child,  for  has  not  the  Spring  returned,  the  birds 
and  the  flowers  with  her?  How  fitting  it  is,  too,  that 
this  season,  when  nature  is  fast  awakening  from  the 
death  of  winter,  is  the  time  when  the  Christian  world 
will  celebrate  the  anniversary  of  the  resurrection  of 
Christ,  our  Lord  and  Saviour. 

For  Easter  observance  see  work  on  history,  as  space 
here  will  be  devoted  to  suggestions  for  nature  study. 

GROWTH    OF    LEAVES 

Continue  to  observe  the  peach  tree.  Note  the  changes 
in  size  and  appearance  of  the  leaf  during  its  develop- 
ment from  bud  to  maturity.  Use  other  leaves  for  com- 
parative work.  For  suggestions  upon  leaf  see  October 
outline.  Present  the  work  which  is  adapted  to  this 
season.  Helpful  reference  books  are  suggested  in  the 
reference  list. 

SPRING  FLOWERS 

Plan  excursions  to  localities  where  flowers  grow,  that 
children  may  study  the  plant  in  its  environment.  Col- 
lect early  wild  flowers.  Why  are  they  early?  Have 


198  THE   THIRD    SCHOOL   YEAR 

the  child  examine  root,,  stalks  and  underground  stems. 
Eecall  what  he  has  learned  about  storing  up  food. 

As  in  the  autumn  work,  have  pupils  study  specimens 
in  the  class  room.  Add  to  the  number  of  varieties 
which  they  have  learned  to  distinguish.  Eecall  facts 
learned — parts,  etc.  Beauty  of  form  and  color.  Func- 
tion of  the  flower — of  its  parts.  Adaptation  of  each 
part  to  its  use. 

Select  flowers  for  observation  during  the  summer — 
the  dandelion  is  a  good  specimen,  as  all  the  parts  can 
be  seen  at  once.  Ask  children  to  make  flower  gardens. 
Interest  them  in  the  work  of  insects  on  flowers. 

Detailed  work  on  the  blood-root  is  here  given.  For 
comparative  study  use  anemone  and  spring  beauty. 

THE  BLOOD-ROOT 

I.  Habits. 

Where   found.      Character  of   soil.     Blooming 

season. 
II.  General  Appearance. 

One  of  the  most  beautiful  of  the  early  spring 
flowers.  A  large,  showy,  pure  white  flower 
on  a  scape.  The  absence  of  calyx  is  due  to 
the  fact  that  it  falls  off  so  soon — before 
flower  is  fully  developed.  The  flower  bud 
is  well  protected  by  being  enclosed  with  the 
leaf  in  sheathing  bract,  almost  entirely  be- 
neath the  ground.  When  broken  the  plant 
bleeds,  hence  the  name  blood-root. 
III.  Parts. 

1.  Eoot. — Eootstock — thick    and    fleshy,    filled 
with  orange  red  juice — multiplies  by  root. 


APEIL  199 

2.  Stem. — Underground. 

3.  Leaf. — Kidney    shaped.      One    leaf — deeply 

lobed.     Color — dark  green  above,  whitish 
beneath. 

4.  Flower. — Parts : 

a.  Calyx — pale    green — 2    sepals,    oval    in 

shape. 

b.  Corolla — white — 8     to     12     petals — ar- 

ranged in  circles,  two  or  more — inner 
petals  smaller. 

c.  Stamens — many — unequal     in     length. 

Pollen  yellow. 

d.  Pistil — one — oblong.    Short  style.   Stig- 

ma united — thick. 

The  flowers  are  regular — parts  in  twos 

and    fours.      Belongs    to    the    poppy 

family. 

5.  Seed — oblong  pod,  two  valved. 

Ill     LITERATURE  AND  HISTORY 

EASTER 

During  the  morning  exercises  continue  to  tell  the 
story  of  Christ  to  the  Ascension.  Give  Bible  readings 
from  the  story  of  the  resurrection.  Have  the  children 
commit  appropriate  verses. 

Tell  of  the  old  Anglo-Saxon  festival  in  honor  of 
Eastre,  the  goddess  of  Spring,  to  whom  the  month 
answering  to  our  April  was  dedicated. 

Describe  some  of  the  ceremonies,  popular  sports,  and 
observances  which  have  characterized  the  celebration 
of  Easter  in  all  Christian  -countries.  The  most  common 


200  THE   THIKD    SCHOOL   YEAR 

of  these  is  that  of  making  presents  of  eggs,  the  egg 
being  used  as  an  emblem  of  the  Resurrection  of  Christ. 
Formerly  these  eggs  were  highly  ornamented  and  were 
called  Paschal  eggs  because  they  corresponded  to  the 
Paschal  lamb  in  the  feast  of  the  Passover  of  the  Jews. 
It  is  said.,  that  during  the  fifteen  days  after  Easter,  when 
two  Russian  people  meet  they  salute  with,  "Christ  is 
Risen,"  the  other  replies,  "He  is  indeed  risen."  Then 
they  kiss  and  present  each  other  with  a  colored  egg. 

POEMS   ABOUT   TREES 

The  Trees. — Lucy  Larcom. 

The  Palm  Tree.— Whittier. 

The  Planting  of  the  Apple  Tree. — Bryant. 

What  Do  We  Plant.— Abbey. 

Woodman,  Spare  That  Tree. — Morris. 

Apple-Seed  John.— L.  M.  Child. 

Flower  Myths :    Narcissus. — Laurel. 

AN   APRIL    WELCOME 

Come  up,  April,  through  the  valley, 

In  your  robes  of  beauty  drest; 
Come  and  wake  your  flowery  children 

From  their  wintry  beds  of  rest; 
Come  and  over  them  blow  softly, 

With  the  sweet  breath  of  the  south : 
Drop  upon  them  warm  and  loving, 

Tenderest  kisses  of  your  mouth. 

Call  the  crow-foot  and  the  crocus, 

And  the  pale  anemone, 
Call  the  violet  and  the  daisy, 

Clothed  with  careful  modesty; 


APRIL  201 

Seek  the  low  and  humble  blossoms, 

Of  their  beauties  unaware, 
Let  the  dandelion  and  fennel 

Show  their  golden  hair. 

— Phoebe  Cary. 

Now  April  is  here,  in  her  apron  sheen, 
The  Willow  dons  her  silvery  green, 
Pee-wee  and  Sparrow  settle  down, 
And  Swallows  chatter  in  Swallow-town ; 
Barn  and  cave  and  cliff  shall  twitter, 
And  thronging  pinions  sail  and  flutter, 
Sweeping  the  meadow  and  skimming  the  lake, 
While  air  and  water  new  graces  take. 
Look  and  list !    from  the  low  ground-vine, 
While  brown  leaves  cluster  and  old  stems  twine, 
Eises  the  Wood-thrush,  with  rippling  note; 
Song-thrush  and  Mavis  their  swelling  throat 
Fill  with  delicious  harmony, 
Pouring  it  forth  to  the  breezy  sky. 

— Selected. 

:'The  spring  beauties  wake  for  the  girls  and  the  boys, 
And  the  earth  groweth  green  without  bustle  or  noise. 
From  tiny  brown  beds,  now  wrapped  fold  upon  fold, 
The  loveliest  garlands  will  soon  be  unrolled/' 

Ah,  welcome !    sweet  April,  whose  feet  on  the  hills 
Have  walked  down  the  valleys  and  crossed  o'er  the  rills, 
The  pearls   that  you   bring  us  are   dews   and  warm 

showers, 
And  the  hem  of  your  garments  are  broidered  with 

flowers.  — Selected. 


202  THE   THIED    SCHOOL   YEAR 

EASTEK  POEM 

"The  little  flowers  came  through  the  ground, 

At  Easter  time.    At  Easter  time. 
They  raised  their  heads  and  looked  around, 

At  happy  Easter  time. 
And  every  little  bud  did  say, 
'Dear  children,  bless  this  happy  day, 
For  all  that  sleep  shall  wake  some  day, 
At  happy  Easter  time/ 

"The  crocus  to  the  sky  looked  up 

At  Easter  time.    At  Easter  time. 
The  snow-white  lily  raised  her  cup, 

At  happy  Easter  time. 
'We  feel  the  smile  of  heaven/  they  say, 
'Its  glory  shines  on  us  to-day, 
Oh,  may  it  shine  on  us  alway, 
At  happy  Easter  time/ '' 

— Selected. 

Eing,  happy  bells  of  Easter  time, 
The  world  is  glad  to  hear  your  chime; 
Across  wide  fields  of  melting  snow 
The  winds  of  summer  softly  blow, 
And  birds  and  streams  repeat  the  chime 
Of  Easter  time. 

— Youth's  Companion. 

Let  your  lives,  0,  children  dear, 

Be  as  Easter  lilies  white, 
Scattering  sweetness  far  and  near, 

Carrying  everywhere  delight. 

— Youth's  Companion. 


APKIL  203 

And  sweet  and  low  the  South  wind  blows, 
And  through  the  brown  field  calling  goes. 

"Come  Pussy  !    Pussy  Willow  ! 
Within  your  close  brown  wrapper  stir; 
Come  out  and  show  your  silver  fur, 

Come  Pussy  !    Pussy  Willow !" 

— Harper's  Young  People. 

Spring  is  flinging  her  blossoms  wide, 
Cowslips,  anemones,  arbutus  sweet; 

Oh,  may  she  ever  with  you  abide, 

To  flower  the  pathway  under  your  feet. 

— Edith  Foster. 

A  little  of  thy  steadfastness, 
Rounded  with  leafy  gracefulness, 

Old  oak,  give  me, — 

That  the  world's  blasts  may  round  me  blow, 
And  I  yield  gently  to  and  fro, 
While  my  stone-hearted  trunk  below 

And  firm-set  roots  unshaken  be. 

— Lowell. 

"Plant  trees,  plant  trees  on  Arbor  Day, 
Along  the  shadeless,  dusty  way; 
Who  plants  a  tree  shall  surely  be 
A  blessing  to  humanity." 

TREE-PLANTING 

He  who  plants  a  tree 

Plants  a  hope. 

Rootlets  up  through  fibres  blindly  grope; 
Leaves  unfold  into  horizons  free. 


204  THE   THIRD    SCHOOL   YEAR 

So  man's  life  must  climb 

From  the  clods  of  time 

Unto  heaven's  sublime. 
Canst  thou  prophesy,  thou  little  tree, 
What  the  glory  of  thy  boughs  shall  be? 

He  who  plants  a  tree, 

He  plants  love; 

Tents  of  coolness  spreading  out  above 
Wayfarers,  he  may  not  live  to  see. 

Gifts  that  grow  are  best; 

Hands  that  bless  are  blest; 

Plant !   Life  does  the  rest ! 
Heaven  and  earth  help  him  who  plants  a  tree, 
And  his  work  its  own  reward  shall  be. 

— Lucy  Larcom, 

"WOODMAN,  SPAEE  THAT  TEEE" 

Woodman,  spare  that  tree! 

Touch  not  a  single  bough ! 
In  youth  it  sheltered  me, 

And  I'll  protect  it  now. 
'Twas  my  forefather's  hand 

That  placed  it  near  his  cot ; 
There,  woodman,  let  it  stand; 

Thy.  ax  shall  harm  it  not. 

That  old  familiar  tree, 

Whose  glory  and  renown 
Are  spread  o'er  land  and  sea, 

And  would'st  thou  hew  it  down? 


APEIL  205 

Woodman,  forbear  thy  stroke ! 

Cut  not  its  earth-bound  ties; 
Oh,  spare  that  aged  oak, 

Now  towering  to  the  skies. 

When  but  an  idle  boy, 

I  sought  its  grateful  shade; 
In  all  their  gushing  joy, 

Here,  too,  my  sisters  played. 
My  mother  kissed  me  here; 

My  father  pressed  my  hand — 
Forgive  this  foolish  tear, 

But  let  that  old  oak  stand. 

My  heartstrings  round  thee  cling, 

Close  as  thy  bark,  old  friend ; 
Here  shall  the  wild-bird  sing, 

And  still  thy  branches  bend. 
Old  tree!    the  storm  still  brave! 

And  woodman,  leave  the  spot; 
While  I've  a  hand  to  save, 

Thy  ax  shall  harm  it  not. 

HISTORY 

This  month's  work  in  history  will  be  concerned 
chiefly  with  the  life  of  Lincoln.  There  will  also  be 
some  discussion  of  the  Civil  War,  for  which  the  March 
study  of  the  Southland  has  opened  the  way. 

It  is  desirable  to  treat  this  war  after  the  study  of 
the  Revolution  in  February,  and,  as  in  the  month  of 
April  occurs  the  anniversary  of  the  assassination  of 
Lincoln,  as  well  as  that  of  the  opening  of  the  war,  it 


206  THE   THIRD    SCHOOL    YEAR 

is  deemed  more  appropriate  to  consider  this  subject 
at  this  time  than  in  the  already  crowded  month  of 
February. 

At  this  stage  of  the  year's  work  it  is  scarcely  neces- 
sary to  repeat  teaching  suggestions. 

ABRAHAM    LINCOLN — OUTLINE     FOR    STUDY 

I.  Eeview  Early  Life. 

Parents — Kentucky  home — first  school. 
II.  The  New  Home. 

Backwoods  life  in  Indiana. 
School  life.     The  boatman. 

III.  First  Years  in  Illinois. 

Indian  War.     Soldier — lawyer — congressman. 

IV.  The  President. 

His  moral  greatness. 
Secession  and  the  war. 
The  death  of  Lincoln. 
V.  Tributes  to  Our  Honored  Hero. 

Places  named  after  him  —  literature  —  monu- 
ments.    Old  Royd  Museum — Washington. 

IV     NUMBER 

The  number  work  for  this  month  will  grow  out  of 
the  study  of  gardening  and  the  Arbor  Day  study. 

During  the  preceding  months  the  children  planned 
the  building  of  a  house;  now  have  them  lay  out  a 
garden,  sow  seeds  and  set  out  plants.  Ask  them  to 
draw  the  plan  for  the  garden;  find  areas  of  the  beds 
and  walks.  Let  them  make  problems  concerning  the 
number  of  plants  required. 


APEIL  207 

Ask  pupils  to  measure  their  home  gardens  and  use 
these  dimensions  in  problems.  Encourage  them  to 
make  gardens  of  their  own. 

Plan  an  orchard  of  fruit  trees.  Let  children  decide 
upon  number  and  kind  of  trees.  Problems  concerning 
number  of  rows — number  of  trees  in  a  row. 

Continue  drills  on  the  combinations  of  numbers. 

Construct  and  repeat  the  ninth  table. 

Continue  addition,  subtraction,  and  multiplication  of 
higher  numbers. 

Continue  notation  and  numeration  of  numbers. 

Teach  short  division. 

PROBLEMS 

A  garden  is  32  ft.  wide  and  40  ft.  long.  Dwtw  to 
the  scale  1  inch  to  8  feet.  Find  area  and  perimeter. 

A  square  garden  is  12  yards  long.  Draw  to  the  scale 
one-fourth  inch  to  the  yard.  Find  area  and  perimeter. 

Blanche's  garden  is  100  ft.  long  and  50  ft.  wide. 
What  is  the  area — the  perimeter? 

CLASS  WORK — LAURA  CRAIG. 

Length  of  garden,  70  ft. 

Width  of  garden,  35  ft. 

35  70 

70  35 


2450  210 

Area  of  garden,      2450  sq.  ft. 
Perimeter  of  garden,   210  ft. 


208  THE   THIKD    SCHOOL   YEAE 

V    LANGUAGE 

The  language  exercises  for  this  month  will  center 
about  the  study  of  Lincoln  and  the  Arbor  Day  work. 

Ask  the  pupils  to  write  sketches  of  Lincoln's  life  at 
different  periods,,  using  topics  suggested  in  the  outline 
for  the  development  of  the  subject. 

For  additional  reproduction  work  select  stories  from 
their  readings:  "How  the  Oak  Tree  Became  King" 
and  "The  Honest  Woodman"  are  beautiful  stories, 
splendidly  adapted  to  this  work.  See  that  the  child 
is  thoroughly  familiar  with  the  story.  Compare  his 
reproduction  with  the  original.  Aim  to  secure  the 
best  language,  striving  to  have  the  child  use  rather 
than  to  avoid  the  words  of  the  author,  for  it  is  by  this 
use  of  new  words  that  he  adds  to  his  vocabulary. 

While  giving  oral  and  written  descriptions  of  trees, 
encourage  the  pupils  to  impersonate  different  trees.  It 
is  interesting  to  have  them  do  this  and  other  children 
decide  what  trees  they  are  describing. 

Several  of  the  poems  about  trees  are  well  suited  for 
paraphrasing.  After  the  poem  has  been  interpreted 
in  class  and  is  well  understood  by  the  pupils,  spend 
considerable  time  upon  its  oral  reproduction.  Then 
ask  the  members  of  the  class  to  write  out  the  story. 
See  that  the  different  elements  of  the  story  are  given 
their  relative  proportion,  and  that  much  of  the  vital 
spirit  of  the  poem  is  preserved  in  this  transition  to 
prose. 

Teach  simple  forms  for  notes  of  invitation.  Ask 
the  girls  and  boys  to  write  to  their  parents  and  friends, 
asking  them  to  attend  the  exercises  on  Arbor  Day. 


APEIL  209 

EXERCISE   IN   USE   OF  DESCRIPTIVE   WORDS 

Fill  blanks  with  words  which  describe : 

1.  The  oak  is  a  very tree. 

2.  Do  you  not  think  the  willow  tree  is  ? 

3.  Fruit  trees  are  . 


4.  The  apple  tree  is  and  . 

5.  The  one  woodman  was  and  the  other 

was  . 

6.  Describe  the  oak  tree  before  it  became  king. 

7.  What  kind  of  a  man  was  Apple-seed  John? 

Use  three  words,  each  of  which  tells  some- 
thing about  him. 

SELECTIONS   FOR   READING 

Three  lines  of  work  continued. 
From  Stepping  Stones  to  Literature. 

A  Tiny  Ball  and  What  Came  of  It. 

The  Tree. — Bjornson. 

The  Maple. 

How  the  Oak  Tree  Became  King. 

The  Honest  Woodman. 

What  the  Chairs  Said. 

Our  Field. 

The  Chicken's  Mistake. 

Stories  of  Lincoln. — Werner  Co.  Booklets. 

VI     THE  AETS 

MUSIC 

Articulation  and  Breathing  Exercises. 

Exercises  in  Key  of  E. 

Song  Exercises. — Ideal  Music  Course: 


TREES   IN   LANDSCAPES 


THE    ANGELUS 
JEAN    FRANCOIS    MILLET 


OF  THE 

UNIVERSITY 


APEIL  211 

The  Lilies. 

Hear  the  Bells  Einging. 
Easter  Songs.     Arbor  Day  Songs. 
Consider  the  Lilies. 
The  Little  Leaves. 
The  Alder  by  the  Eiver. 
The  Old  Oak  Tree. 
Arbor  Day.—/.  M.  C. 

DRAWING   AND   FORM    STUDY 

With  brush  and  color.— 

Easter  flowers :    daffodils,  narcissus,  lily. 

Easter  emblems :    eggs,  chickens,  rabbits. 

Trees  in  landscapes. 
Study  the  ovoid. 
Mold  type  form  and  objects  resembling  it. 

Mold  Easter  emblems. 
Illustrate  "Woodman,  Spare  That  Tree." 
Draw  plan  of  a  garden. 
Illustrate  book  covers— Study  of  Lincoln. 

CHARTS 

Chart  of  Easter  Paintings. 
Chart  on  Arbor  Day  Study. 

PICTURE  STUDY 

Pictures  of  Trees — Forests. 

The  Angelus.     The  Shepherdess. — Millet. 

The  Ascension. 


Here  I  am,  and  how  do  you  do? 
I've  come  afar  to  visit  yon. 
Little  children,  glad  and  free, 
Are  you  ready  now  for  me? 
I'm  the  month  of  May ! 

—Youth's  Companion. 

Mother  nature  is  glad  to-day 

To  greet  the  birds  of  her  darling  May. 

The  shrubs  are  dressed  in  rosy  gauze, 

Amber  laces  drape  the  boughs; 

Dainty  nests  are  building,  hid 

Clouds  of  softest  green  amid; 

Bloom  and  tassel  o'erhang  the  woods, 

Fragrance  covers  the  nestling  broods. 

Melody  of  Linnet  and  Lark 

Chime  and  cadence  from  dawn  to  dark; 

Catbird's  mimic,  and  Bobolink's  fun, 

Bubble  and  trill  till  day  is  done. 

— Procession  of  the  Birds. 

212 


MAY  213 

I  GEOGEAPHY  AND  NATUEE  STUDY 

Continue  the  line  of  work  upon  man's  needs  and 
some  of  the  occupations  which  lead  to  their  supply- 
continue  the  field  work — work  of  water,  etc.  Study 
irrigation — causes — effects.  Appearance  of  fields  at 
this  time.  What  is  the  farmer  now  doing?  Seeds  in 
the  ground — cultivation  of  these  crops.  Endeavor  by 
discussions  to  show  the  relation  of  the  different  units 
of  study  to  the  whole  subject. 

During  this  delightful  springtime  let  the  realm  of 
nature  be  the  child's  open  book.  Here  he  will  always 
have  an  abundance  of  concrete  material  to  furnish  him 
thought.  During  field  excursions  and  in  the  school- 
room, study  blooming  flowers,  birds  and  insects.  Give 
frequent  opportunity  for  the  child  to  report  upon  those 
things  which  he  has  discovered  on  his  way  to  school, 
and  to  describe  what  he  has  found  as  the  result  of  his 
investigation  in  the  class-room.  It  is  this  interpretation 
which  affords  the  child  such  valuable  exercise  in  the 
use  of  language. 

Emphasize  the  study  of  birds  this  month — at  this 
time  almost  all  of  our  birds  have  returned.  In  addition 
to  the  study  given  in  the  outline,  the  pupils  will  have 
full  opportunity  to  observe  the  pigeon  kept  in  the 
school-room. 

Direct  this  observation  and  at  stated  times  ask  for 
reports  of  their  observations. 

THE    ORIOLE — OUTLINE    FOR    A    DESCRIPTION 

I.  Names. 

Called  Baltimore  oriole  because  its  colors  are 
those  of  the  livery  of  Lord  Baltimore. 


214  THE   THIKD    SCHOOL   YEAE 

Other   names — golden   robin,   hang-bird,    fire- 
bird. 
II.  Migration. 

Arrival  when  cherry  trees  are  in  blossom. 
Departure  about  the  middle  of  August. 

III.  General  Appearance. 

1.  Size — spread  of  wings — length  from  tip  of 

beak  to  end  of  tail. 

2.  Color — orange  and  black. 

3.  Covering — compare  with  that  of  fish  and 

other  animals. 

IV.  Habits.— Gait— flight— song. 

Compare  locomotion  with  that  of  other  ani- 
mals— adaptation  to  environment. 
V.  Food. — Insects — flies — beetles. 
VI.  Nest. — Where  built — materials. 

Number  and  kind  of  eggs. 
VII.  Incidents.— See  "Bird  Ways"— Miller. 
VIII.  Uses  of  Birds.     Scarcity  of  our  Birds. 

REMARKS 

The  oriole,  one  of  our  most  beautiful  birds,  builds 
near  the  dwellings  of  men. 

The  nest  is  the  form  of  a  gourd  shaped  bag.  It  is 
usually  attached  to  the  branch  of  a  high  tree.  The 
squirrel  is  the  only  animal  able  to  reach  the  nest.  For 
materials  are  used  flax,  various  kinds  of  vegetable 
fibres,  matted  wool  and  hair.  Long  horse  hairs  are 
used  to  sow  the  fibres  firmly  together.  The  thin  felt 
like  walls  are  water-proof. 

Soft  hair  is  placed  in  the  bottom  of  the  nest  to  make 
a  soft  resting  place  for  the  eggs.  There  are  from  four 


MAY  215 

to  six  eggs;  they  are  white  with  black  spots  and  lines 
on  them. 

The  oriole  is  active  and  industrious.  His  bright  col- 
ors make  his  lively  motions  conspicuous.  These  bril- 
liant colors  seen  among  the  green  foliage  look  somewhat 
like  flashes  of  fire.,  suggesting  the  name  Fire-bird. 

The  oriole  generally  sings  while  working.  His  notes 
are  loud  and  musical — at  times  there  are  notes  of  com- 
plaint and  anger. 

"Of  all  the  weavers  that  I  know, 

The  oriole  is  the  best; 
High  on  the  branches  of  a  tree 
She  hangs  her  cozy  nest." 

THE  DANDELION 

Eecall  the  flower  study  during  the  fall  months. 
Study  the  third  kind  of  composite  flower,  the  dandelion 
— see  September  work  on  clover. 

Where  have  pupils  seen  the  dandelion  growing? 
What  have  they  done  with  it  ?  Blooming  season.  Why 
so  early?  Kecall  what  pupils  have  learned  about  plants 
storing  up  food.  Are  dandelions  plentiful?  Why  are 
flowers  so  bright?  Work  of  insects. 
I.  Plant;  General  Appearance. 

Long  toothed  leaves  rising  directly  from  the 
ground;    arranged   in   form   of   a  rosette. 
Why  spread  out  in  this  way?     (To  get  air 
and  sunshine  to  do  their  work.) 
II.  Parts. 

1.  Eoot. — Thick,  milky  tap-root.     Much  nour- 
ishment stored  away  for  early  plant. 


216  THE   THIRD    SCHOOL   YEAR 

2.  Leaves. — Pinnate  veined,  petiole  margined, 

no  stipules. 

3.  Flower    stalk.  —  Hollow    smooth    scapes    or 

flower  stalks  rise  from  the  ground. 

4.  Flowers.  —  Flowers    in    large,    close    heads. 

Each  cluster  or  head  is  made  up  of  many 
small  strap  shaped  flowers.  These  are 
complete  and  regular;  each  flower  has 
pistils  and  stamens.  Function  of  green 
leaves  arranged  about  the  flower  head. 
What  do  these  leaf-like  parts  do  during  a 
rainstorm,  and  in  the  evening  when  the 
flower  gets  sleepy?  What  time  do  the 
doors  close? 

5.  The   Seed.— The  fruit  of  the  dandelion  is 

the  "silvery  pun6  ball"  or  clock.     How  do 
the    ripened    seeds    look?      Why    are    the 
silken  threads  on  the  seeds?     What  other 
seeds  have  sails? 
III.  Uses. 

Dandelion  leaves  are  eaten  as  salad.  They  fur- 
nish food  for  the  silk-worm.  Eoots  are 
used  for  coffee — for  medicine. 

II    LITEEATUEE  AND  HISTOEY 

LITERATURE 

"Christ  it  was  who  disdained  not  the  use  of  objects 
and  symbols,  remembering  that  it  was  the  childhood 
of  the  race.  He  it  was  who  spake  in  parables  and 
stories,  laying  bare  soul  of  man  and  heart  of  nature, 
and  revealing  each  by  divine  analogy.  He  it  was  who 


MAY  217 

took  the  little  ones  in  his  arms  and  blessed  them;  who 
set  the  child  in  the  midst,,  saying,  'Except  ye  become  as 
one  of  these/  May  the  afterglow  of  that  inspired 
teaching  ever  shine  upon  the  path  we  are  treading. 
May  we  bathe  our  tired  spirits  in  its  warmth  and  glory, 
and  kindle  our  torches  at  the  splendor  of  its  light." 

— Kate  Douglass  Wig  gin. 

Waiting  for  the  May. — M.  Douglas. 
Summer  is  Coming. 
The  Yellow  Violet— Bryant. 
Eobert  of  Lincoln. — Bryant. 
How  the  Eobin  Came. — Whittier. 
Sleep,  Soldier,  Sleep  ! — Parker. 
Our  Heroes. — Phoebe  Cary. 

HISTORY 

May  Day  Customs  in  Other  Lands, — 

England,  Sweden. 
Significance  of  Memorial  Day. 
Special  Observance  of  the  Day. 

MAY 

"All  the  birds  and  bees  are  singing; 
All  the  lily  bells  are  ringing; 
All  the  brooks  run  full  of  laughter, 
And  the  winds  come  whispering  after, 
What  is  this  they  sing  and  say  ? 
'It  is  May!"' 


218  THE   THIKD   SCHOOL   YEAR 

From  "The  Birds  of  Killingworth." — Longfellow. 

"Do  you  ne'er  think  what  wondrous  beings  these  ? 
Do  you  ne'er  think  who  made  them,  and  who  taught 
The  dialect  they  speak,  where  melodies 
Alone  are  the  interpreters  of  thought? 
Whose  household  words  are  songs  in  many  keys. 
Sweeter  than  instrument  of  man  e'er  caught? 
Whose  habitations  in  the  tree-tops  even 
Are  half-way  houses  on  the  road  to  heaven? 

"Think  every  morning  when  the  sun  peeps  through 
The  dim,  leaf-latticed  windows  of  the  grove, 
How  jubilant  the  happy  birds  renew 
Their  old,  melodious  madrigals  of  love ! 
And  when  you  think  of  this,  remember,  too, 
'Tis  always  morning  somewhere,  and  above 
The  awakening  continent,  from  shore  to  shore, 
Somewhere  the  birds  are  singing  evermore." 


TO  THE  DANDELION— Lowell 

Dear  common  flower  that  grow'st  beside  the  way, 
Fringing  the  dusty  road  with  harmless  gold. 

First  pledge  of  blithesome  May. 

Which  children  pluck,  and,  full  of  pride,  uphold, 

High-hearted  buccaneers,  o'erjoyed  that  they 
An  eldorado  in  the  grass  have  found, 
Which  not  the  rich  earth's  ample  round 

May  match  in  wealth,  thou  art  more  dear  to  me 

Than  all  the  prouder  summer  blooms  may  be. 


MAY  219 

"THE  DANDELION" 

"He  is  a  roguish  little  elf,  a  gay  audacious  fellow, 

Who  tramps  about  in  doublet  green, 
And  skirt  of  brightest  yellow. 
In  every  field  by  every  road, 

He  peeps  among  the  grasses, 
And  shows  his  sunny  little  face, 

To  every  one  that  passes." 

"Violets,  violets,  open  your  leaves, 
The  sparrows  are  chirping  under  the  eaves. 
The  great  sun  shines  warm,  the  sky  is  all  blue, 
My  sisters  and  I  are  waiting  for  you, 
So  open  your  leaves  like  good  flowers  do." 

"A  violet  by  a  mossy  stone, 
Half  hidden  from  the  eye, 
Fair  as  a  star,  when  only  one 
Is  shining  in  the  sky." 

"SLEEP,  SOLDIEE,  SLEEP" 

Sleep,  soldier,  sleep ! 
Thy  work  is  o'er; 

No  more  the  bugle  calls  "to  arms !" 
Dream  on  beneath  thy  tent  of  green, 

Sleep,  soldier,  sleep;  free  from  alarms. 

Peace  smiles  upon  our  goodly  land, 

The  war-cry  is  no  longer  heard, 
And  fields  where  once  the  battle  raged, 

Now  echo  with  the  song  of  bird. 


220  .      THE   THIED    SCHOOL   YEAE 

Best,  soldier,  rest !  while  we  to-day 

Bring  fragrant  flowers  with  reverent  tread 

To  deck  the  graves  of  those  we  love, 
A  tribute  to  our  honored  dead. 

Sleep,  soldier,  sleep ! 
Thy  work  is  o'er; 

Sleep  on  and  rest,  free  from  all  care, 
While  we  our  gratitude  express, 

With  blossoms  sweet,  and  garlands  fair. 

<?.  W.  Park. 

DECORATION  DAY 

Bring  the  flowers  you  gather, 

The  parting  bloom  of  May, 
And  scatter  them  with  loving  hands 

On  the  soldiers'  graves  to-day. 

— Youth's  Companion. 

"Cover  them  over  with  beautiful  flowers; 
Deck  them  with  garlands,  these  brothers  of  ours; 
Give  them  the  meed  they  have  won  in  the  past; 
Give  them  the  honors  their  merit  forecasts; 
Give  them  the  chaplets  they  won  in  the  strife; 
Give  them  the  laurels  they  lost  with  their  life." 

"We'll  bring  them  to-day  the  violets  blue, 

And  roses  red  and  white, 
The  colors  bright  they  bore  so  true 
For  God  and  home  and  right." 

Let  me  tell  you  the  secret  without  delay. 
Of  growing  beautiful  day  by  day; 


MAY  221 

"Pis  a  secret  old  as  the  world  is  old, 

But  worth  in  itself  a  mine  of  gold; 

Beauty  of  soul  is  beauty  of  face, 

For  inward  sweetness  makes  outward  grace. 

— Harper's  Young  People. 

BIED  TRADES 

The  swallow  is  a  mason, 

And  underneath  the  eaves 
He  builds  a  nest,  and  plasters  it 

With  mud  and  hay  and  leaves. 

Of  all  the  weavers  that  I  know, 

The  oriole  is  the  best: 
High  on  the  branches  of  the  tree 

She  hangs  her  cozy  nest. 

The  woodpecker  is  hard  at  work — 

A  carpenter  is  he — 
And  you  may  hear  him  hammering 

His  nest  high  up  a  tree. 

Some  little  birds  are  miners; 

Some  build  upon  the  ground; 
And  busy  little  tailors,  too, 

Among  the  birds  are  found. 

A  FAREWELL 

Farewell,  dear  child,  I  have  no  song  to  give  thee, 
No  lark  could  pipe  to  skies  so  dull  and  gray; 

But  ere  we  part  one  lesson  I  would  leave  thee. 
For  every  day. 


222  THE   THIRD    SCHOOL   YEAR 

Be  good,  sweet  maid,  and  let  who  will  be  clever. 

Do  noble  things,  not  dream  them  all  day  long; 
And  so  make  life,  death,  and  that  vast  forever 

One  grand,  sweet  song. 

— Charles  King  si  ey. 

Ill     NUMBER 

Provide  for  the  application  of  the  principles  con- 
sidered during  the  preceding  months. 

Give  concrete  problems  involving  the  use  of  numbers 
studied. 

Measure  with  familiar  units. 

Continue  constructing  and  repeating  tables. 

Compare  magnitudes;  find  and  state  ratios. 

Continue  writing  and  reading  numbers. 

Distinguish  and  apply  Roman  numbers  to  C. 

Teach  simple  percentage  by  illustration. 

One  hundred  per  cent  of  a  dollar — a  bushel,  etc. 

Teach  fractional  equivalents  of: 
50  per  cent,  33,  25,  12,  10. 

Shade  25  per  cent  of  a  square;  75  per  cent. 

How  many  inches  in  50  per  cent  of  a  yard? 

A  horse  which  cost  80  dollars  was  sold  at  a  gain  of 
25  per  cent;  what  sum  was  received  for  it? 

OUT-DOOR  WORK  IN  MAY 

We  are  going  to  find  the  area  of  this  tennis  court, 
What  must  we  first  do?  After  we  have  found  the 
length  and  the  width  what  must  we  do?  How  shall 
we  find  the  perimeter? 

Find  the  distance  from  the  step  to  the  gate  in  rods. 


H 


tf 

OQ 

•< 

H 


224  THE   THIKD    SCHOOL   YEAR 

This  is  the  length  of  the  part  of  the  campus  between 
the  walk  and  the  main  building.  Find  the  width  and 
keep  these  measurements  to  use  in  problems. 

Examples  made   from  the  children's  measurements. 

1.  The  length  of  the  board  walk  from  the  school 

building  to  the  gate  is  314  feet;  the  width 
is  4  feet.     Find  the  perimeter. 

2.  The  length  of  the  cinder  track  between  the 

gates  is  72  yards  and  the  width  is  3  yards. 
What  is  the  area? 

3.  The  tennis  court  is  7  rods  long  and  4  rods 

wide.     What  will  be  the  length  of  a  piece 
of  rope  that  will  reach  entirely  around  it? 

4.  The  pond  is  168  feet  long  and  52  feet  wide. 

Find  the  area 


IV     LANGUAGE 

Continue  the  oral  and  written  work  as  suggested  in 
the  preceding  months. 

Devote  the  time  chiefly  to  the  application  of  prin- 
ciples considered  during  the  year.  Arrange  exercises 
providing  for  those  uses  of  capitals  and  punctuation 
marks  which  the  children  have  already  learned.  At 
this  time  emphasize  the  uses  of  the  exclamation  point 
and  the  dash. 

Let  the  pupils  write  descriptions  of  flowers  and  birds. 
Encourage  them  to  make  these  descriptions  interesting 
and  attractive.  Eequest  them  to  give  incidents  of  their 
own  observation  of  birds.  Keep  your  standards  high, 
accepting  only  the  pupil's  best  work.  Indicate  errors 
and  have  them  corrected,,  requiring  the  exercises  to  be 


MAY  225 

rewritten  when  necessary.     Let  all  criticism  be  kindly 
and  sympathetic. 

THE   DANDELION 

By  Delmer  Harris,  age  8. 

The  dandelion  is  a  common  flower.  It  grows  by  the 
roadsides,  on  the  campus,  and  in  the  fields.  It  grows 
on  hillsides  and  meadows. 

The  dandelion  blooms  from  April  to  November.  It 
blooms  so  early  because  it  has  food  stored  away  in  its 
roots. 

The  scape  is  hollow  and  very  thick.  We  make 
whistles,  curls,  and  chains  out  of  them.  The  scape  has 
milk  in  it  and  it  is  very  milky.  The  color  of  the  scape 
is  a  light  green.  I  have  eaten  the  leaves  and  people  call 
them  greens. 

The  flower  is  yellow  and  it  has  hundred?  of  strap 
flowers.  These  strap  flowers  are  yellow  and  they  make 
the  flower  head.  They  are  fastened  to  the  flower  head. 
I  used  to  pull  them  off  of  the  head. 

SELECTIONS  FOR   READING 

From  Stepping  Stones  to  Literature. 
The  May  Basket. 

The  Story  of  the  Morning  Glory  Seed. 
The  Pea  Blossom. 
The  Violet. 

The  Ugly  Duckling. — Andersen. 
The  Wounded  Curlew.— Celia  Thaxter. 
The  Sandpiper. — Celia  Thaxter. 
Selections   from  Ward's  Third  Header  with   phonic 
drill  continued. 


226  THE   TH1ED    SCHOOL   YEAK 

From  Graded  Poetry. 

The  Violet. — Lucy  Larcom. 

The  Bluebird. — Emily  Huntington  Miller. 

V    THE  ARTS 

MUSIC 

Two  Part  Singing. 
Exercises  in  Chords. 
Song  Exercises: 

Rest  for  the  Flowers. 
„    .Music  in  the  Springtime. 
May  Songs. 

Smiling  May  Comes  in  Play. 

The  Birds'  Ball.— Song  Budget. 

The  Woodpecker. — Music  Primer. 

The  Brown  Thrush. — Song  Budget. 

Robin's  Return. — Music  Primer. 
Memorial  Songs.     Patriotic. 

National  Hymn. 

Memorial  Day. 

Battle  Hymn  of  the  Republic. 

The  Star- Spangled  Banner. 

DRAWING 

Illustrate  "The  Sandpiper."— CeKa  Thaxter. 
With  brush  and  color. 

Flowers :    dandelion,  violet. 

Birds:   oriole,  swallow. 
With  brush  and  ink. 

Original  designs  for  floral  border  patterns. 


PENELOPE   BOOTHBY 
REYNOLDS 


MAY  227 

CHARTS 


Bird  Study.    Flower  Study. 
Paintings  and  Written  Descriptions. 


PICTURES. — MILLET. 

The  Sower. 

Feeding  Her  Chickens.' 

Feeding  Her  Birds. 

PICTURES. — SIR  JOSHUA  REYNOLDS 

Angels'  Heads;  Age  of  Innocence. 

Little  "Miss  Bowles." 

Penelope  Boothby. 

Tell  the  children  about  this  great  English  portrait 
painter,  the  kind,  gentle  man  who  loved  children  and 
painted  so  many  beautiful  pictures  of  them. 

The  children  are  always  much  surprised  and  inter- 
ested when  they  are  told  that  the  five  faces  in  the 
Angels'  Heads  or  Cherub  Choir  represent  five  views  of 
one  little  girl,  Isabella  Gordon.  The  child  is  first 
sketched  looking  straight  at  the  artist  and  then  to  the 
right,  then  to  the  left;  another  view  shows  her  when 
she  was  looking  up  and  another  when  she  was  looking 
down. 


*KEFEKENCE  BOOKS— 1ST ATUBE  STUDY  AND 
GEOGEAPHY 

"First  Studies  in  Plant  Life.    Atkinson.    Ginn  &  Co. 

"Botany/'    Bailey.    Macmillan  Company,  N.  Y. 

"Type  Lessons  in  Nature  Study  and  Literature." 
McGovern.  A.  Flanagan  Co.,  Chicago. 

"Guide  to  the  Wild  Flowers."  Lounsberry.  T.  A. 
StoJces  Co.,  N.  Y. 

"Familiar  Flowers  of  Field  and  Garden."  Matthews. 
D.  Appleton  &  Co.,  N.  Y. 

"Familiar  Trees  and  Their  Leaves."  Matthews.  D. 
Appleton  &  Co.,  N.  Y. 

"The  Plant  World."  Vincent.  D.  Appleton  &  Co., 
N.  Y. 

"The  Fairy  Land  of  Flowers."  Buckley.  D.  Apple- 
ton  &  Co.,  N.  Y. 

"Nature  Study  and  Life/'  Hodge.  Ginn  &  Co., 
Boston. 

"Nature  Study  by  Months."  Boyden.  New  Eng- 
land Pub.  Co.,  Boston. 

"How  to  Know  the  Wild  Flowers."  Dana.  Ameri- 
can Book  Co.,  N.  Y. 

"Plants  and  Their  Children."  Dana.  American 
Boole  Co.,  N.  Y. 

"Little  Flower  Folks."  Pratt.  Educational  Pub. 
Co.,  N.  Y. 


*  Any  of  these  books  may  be  purchased  from  the  pub- 
lishers of  this  book. 

228 


REFERENCE  BOOKS  229 

"Insect  Life."    ComstocTc.    D.  Appleton  &  Co.,  N.  Y. 

"Ants,  Bees,  and  Wasps."  LubbocJc.  D.  Appleton 
&  Co.,  N.  Y. 

"Curious  Homes  and  Their  Tenants."  Beard.  D. 
Appleton  &  Co.,  N.  Y. 

"The  Animal  World."  Vincent  D.  Appleton  &  Co., 
N.  Y. 

"The  Idyll  of  the  Honey  Bee."    Burroughs. 

"The  Bird  Book."  Eclcstorm.  D:  C.  Heath  &  Co., 
Boston. 

"Our  Birds  and  Their  Nestlings."  Walker.  Ameri- 
can Book  Co.,  N.  Y. 

"Birds  Through  an  Opera  Glass."  Merriam.  Hough- 
ton,  Mifflin  &  Co.,  Boston. 

"Bird  Ways."  Miller.  Houghton,  Mifflin  &  Co., 
Boston. 

"Four  Feet,  Two  Feet,  and  No  Feet."    Richards. 

"Ways  of  Wood  Folk."    Long.     Ginn  &  Co. 

"Lessons  on  Zoology."  Needham.  American  Book 
Co.,  N.  Y. 

"Geographical  Nature  Studies."    Payne. 

"Commercial  Geography."     Adams. 

"Children  of  the  Cold."     SchwatJca. 

"Special  Method  in  Geography."     McMurry. 

"Little  Lucy's  Wonderful  Globe."  Macmillan  Co., 
N.  Y. 

"Seven  Little  Sisters."  Andrews.  Ginn  &  Co.,  Bos- 
ton. 

"Great  American  Industries."  A.  Flanagan  Co., 
Chicago. 

"American  Inventors  and  Inventions."  Burdett 
&  Co. 


230  KEFEKENCE  BOOKS 

"The  Teaching  of  English."  Chubb.  Macmillan  Co., 
N.  Y. 

"The  Story  Hour."  Wiggin.  Houghton,  Mifflin  & 
Co.,  Boston. 

"Fairy  Stories  and  Fables."  Baldwin.  American 
Book  Co.,  N.  Y. 

"^sop's  Fables."    A.  L.  Burt,  N.  Y. 

"Fairy  Tale  Plays  and  How  to  Act  Them."  Bell 
Longmans,  Green  &  Co. 

"Fairy  Tales."     Andersen.     Maynard,  Merrill  &  Co. 

"Stories  for  Kindergarten  and  Primary  Schools." 
W iltse.  Ginn  &  Co. 

"A  Child's  Garden  of  Verse."  Stevenson.  Rand,  Mc- 
Nally  &  Co. 

"Child  Life  in  Poetry  and  Prose."     Whittier. 

"Lullaby  Land."    Field.    Scribners  Sons. 

"Love  Songs  of  Childhood."    Field.    Scribners  Sons. 

"Graded  Poetry."  Alexander  and  Blake.  Maynard, 
Merrill  &  Co. 

"Three  Years  with  the  Poets."  Hazard.  Hougliton, 
Mifflin  &  Co. 

"Poems  Every  Child  Should  Know."  Burt.  Double- 
day,  Page  &  Co. 

"Child  Ehymes."  Riley.  Bobbs-Merrill  Co.,  Indian- 
apolis, Ind. 

"Stories  and  Poems  for  Children."     Thaxter. 

"Jason's  Quest."    Lowell. 

"Popular  Fairy  Tales."     Grimm. 

"Uncle  Eemus'  Songs  and  Sayings."  D.  Appleton. 
&  Co. 

"Ethics.     Stories  for  Home  and  School."    Dewey. 


EEFERENCE   BOOKS  231 

•"Ethics. for 'Young  People."  Everett.  Ginn  &  Co., 
Boston. 

"The  Young  Citizen/'  Dole.  D.  C.  Heath  &  Co., 
Boston. 

"The  Young  American."  Judson.  Maynard,  Merrill 
&  Co. 

"Morals  and  Manners."  Shearer.  Richardson,,  Smith 
&  Co.,  N.  Y. 

REFERENCE    BOOKS— LITERATURE    AND 
HISTORY 

"Ten  Little  Boys  Who  Lived  on  the  Road  from  Long 
Ago  to  Now."  Andrews.  Lee  &  Shepard,  Boston. 

"The  Discovery  of  America."  Fiske.  Houghton, 
Mifflin  &  Co. 

"Old  Times  in  the  Colonies."  Coffin.  Harper  Bros., 
N.  Y. 

"Indian  History  for  Young  Folks."  Drake.  Harper 
Bros.,  N.  Y. 

"Stories  of  Colonial  Children."  Pratt.  Ed.  Pub. 
Co. 

"Story  of  the  Thirteen  Colonies."  Guerber.  Ameri* 
can  Book  Co. 

"A  Short  History  of  the  English  Colonies  in  Ameri- 
ca." Lodge. 

"Stories  of  American  Life  and  Adventure."  Eggle- 
ston.  American  Book  Co. 

"The  Story  of  Our  Country."    Burton.     Werner  Co. 

"Customs  and  Fashions  in  Old  New  England."  Earle. 
Chas.  Scribner's  Sons,  N.  Y. 

"History  of  the  United  States."    Fiske. 


232  BEFEEENCE  BOOKS 

"History  of  the  People  of  the  United  States."  Me- 
Master. 

"Stories  of  Pennsylvania/'    Walton  and  Brumbaugh. 

"A  History  of  Pennsylvania."  Shimmel.  R.  L. 
Myers  Co.,  Harrisburg,  Pa. 

"Biographical  Booklets."     Werner  Co. 

"Wonder  Book."    Hawthorne. 

"Scudder's  Fables  and  Folk  Stories." 

Buskin's  "King  of  the  Golden  Kiver." 

"Stepping  Stones  to  Literature."  Arnold.  Silver, 
Burdett  &  Co.,  Boston. 

"Nature  Myths  and  Stories."  Coolce.  A.  Flanagan 
Co.,  Chicago. 

"All  the  Year  Round."     Ginn  &  Co. 

"Stories  from  Garden  and  Field."    Ed.  Pub.  Co. 

"Cat-Tails  and  Other  Tales."  Howlitson.  A.  Flana- 
gan Co. 

"Classic  Stories  for  Little  Ones."  Lida  McMurry. 
Public  School  Pub.  Co.,  Bloomington,  III. 

"'Nature  in  Verse."    Lovejoy.    Silver,  Burdett  &  Co. 

"Selected  Classics."     Ed.  Pub.  Co. 

"Round  the  Year  in  Myth  and  Song."  American 
Book  Co. 

"Age  of  Fable  and  Beauties  of  Mythology."  Bui- 
finch. 

"Old  Greek  Stories."    Baldwin.    American  Boole  Co. 

"Greek  Heroes."    Kingsley.    Ginn  &  Co. 

"Classic  Myths."     Gayley.     Ginn  &  Co. 

"Guerber's  Myths  of  Greece  and  Rome."  American 
Book  Co. 


BEFEKENCE  BOOKS  233 

MISCELLANEOUS 

"Observational  Geometry."  Campbell.  Harper  & 
Bros.,  N.  Y. 

"Primary  Arithmetic."    Speer.    Ginn  &  Co.,  Boston. 

"Supplementary  Arithmetic."  Giffin.  A.  Flanagan 
Co. 

"Industrial  Primary  Arithmetic."    Baldwin. 

"School  Hygiene."    Shaw. 

"The  Essentials  of  Health.  Stowell.  Silver,  Bur- 
dett  &  Co. 

"The  Child's  Book  of  Health."    BlaisdelL 

"School  Gymnastics."    Bancroft. 

Lessons  on  the  Human  Body."  Hallock.  E.  L.  Kel- 
logg &  Co. 

"Practical  Physiology."    BlaisdelL 

"Augsburg's  Drawing  Books/'  I.  and  II.  Educa- 
tional Pub.  Co.,  N.  Y. 

"Text  Books  of  Art  Education."  Prang.  Prang 
Ed.  Co.,  N.  Y. 

"Composition — Drawing."  Dow.  Baker  &  Taylor 
Co.,  N.  Y. 

"Course  in  Paper  and  Cardboard  Construction." 
Hammell.  B.  F.  Johnson  Publishing  Co.,  Richmond, 
Va. 

"Kiverside  Art  Series."  Houghton,  Mifflin  &  Co., 
N.  Y. 

"Art  Books."     Educational  Publishing  Co. 

"Modern  Music  Primer."  Smith.  Silver,  Burdett 
&  Co. 


234  KEFEKENCE  BOOKS 

BOOKS  FOE  THE   CHILDREN'S   LIBRARY 

"True  Fairy  Tales/'  BaTcewell.  American  Book  Co., 
N.  Y. 

"Little  Stories  for  Little  People."  McCullough. 
American  Book  Co.,  N.  Y. 

"Old  Greek  Stories."  Baldwin.  American  Book  Co., 
N.  Y. 

"Stories  of  Great  Americans  for  Little  Americans." 
Eggleston.  American  Book  Co. 

"The  Book  of  Legends."  Scudder.  Houghton, 
Miffln  &  Co.,  Boston. . 

"From  the  Land  of  Stories."  Claxton.  B.  F.  John- 
son  Pub.  Co.,  Richmond. 

"Household  Stories,"  Klingensmitli.  A.  Flanagan 
Co.,  Chicago. 

"Little  Golden  Hood."  Heller  and  Bates.  Long- 
mans,  Green  &  Co.,  N.  Y. 

"The  Snow  Man."  Lang.  Longmans,  Green  &  Co., 
N.  Y. 

"Little  People  of  the  Snow."  Muller.  A.  Flanagan 
Co.,  Chicago. 

"Little  Folks  of  Other  Lands."  Chaplin  and  Hum- 
phrey.  Lothrop  Pub.  Co. 

"isop's  Fables."  Pratt.  Educational  Pub.  Co., 
N.  Y. 

"Grimm's  Fairy  Tales."  Pratt.  Educational  Pub. 
Co.,  N.  Y. 

"Children  of  the  Palm  Lands."  Allen.  Educational 
Pub.  Co.,  N.  Y. 

"Legends  of  the  Spring  Time."  Hoyt.  Educational 
Pub.  Co.,  N.  7. 


BEFERENCE  BOOKS  235 

"Robinson  Crusoe  for  Boys  and  Girls."  McMurry 
and  Rusted.  Public  School  Pub.  Co.,  Bloomington,  III. 

"Six  Nursery  Classics/'  O'Shea.  D.  C.  Heath  & 
Co.,  Boston. 

"Legends  of  the  Red  Children."  Pratt.  Educa- 
tional Pub.  Co.,  N.  Y. 

"Stories  of  Mother  Goose  Village."  Bigham.  Rand, 
McNally  &  Co.,  N.  Y. 

"Classic  Fables."  Turpin.  Maynard,  Merrill  &  Co., 
N.  Y. 

"Fifty  Famous  Stories  Retold."  Baldwin.  Ameri- 
can Book  Co. 


For  Intermediate  Teachers 


i  lusy  Hands  Construction  Work 

By  Isabella  F.  Bowkcr,  of  the  Chicago  Public 
Schools.  Embracing  work  in  cardboard  folding 
and  cutting,  basketry,  weaving,  etc.  The  subjects 
were  carefully  chosen  and  are  familiar  to  all  chil- 
dren. 170  illustrations.  Cloth.  Price,  60  cents. 

Scissors  and  Paste 

By  Grace  Goodridge.  A  book  of  fifty  designs 
for  cutting  and  pasting,  with  helpful  suggestions 
for  the  teacher.  Price,  25  cents. 

Memory  Gems  for  Home  and  School 

By  L.  E.  Johnston.  Contains  265  beautiful 
gleanings  from  a  variety  of  sources  for  interme- 
diate and  grammar  grades.  Price,  10  cents. 

Stories  in  Season 

A  book  of  stories  and  poems  in  great  variety, 
illustrating  the  seasons  of  the  year,  the  months, 
etc.,  put  in  usable  form  by  Miss  George,  the  well- 
known  editor  of  The  Plan  Books.  Price,  30  cents. 

Sot  gs  in  Season 

The  title  indicates  the  character  of  this  most 
useful  book.  There  are  twenty  songs  of  Spring, 
twenty-six  of  Autumn,  and  thirty  of  Winter,  to- 
gether with  eight  flower  songs,  thirteen  bird  songs 
and  twenty  miscellaneous  songs.  Paper.  Price, 
50  cents. 

A.  FLANAGAN  COMPANY.  CHICAGO 


The  School  Year  Books 

Prepared  by  Teachers  of  the  State  Normal  School,  California, 
Penna.  Edited  by  Theodore  B.  Noss,  Ph.  D.,  Principal  of  the 
State  Normal  School,  California,  Penna. 

UNIQUE  AND  HELPFUL 

These  books  form  a  unique  and  helpful  series  for  teachers  everywhere. 
Each  volume  presents  a  year's  school  work,  month  by  month,  with  ample 
lesson  material,  well  selected,  carefully  planned  and  suitably  correlated. 

They  are  not  a  mere  course  of  study  or  book  of  methods,  nor  a  collection 
of  teaching  material,  but  they  are  all  of  these  and  more.  They  differ  from 
a  mere  course  of  study  as  a  living  body  differs  from  a  skeleton.  They  show 
the  teacher  at  work. 

Five  books  have  been  issued.  A  separate  book  is  devoted  to  each  of  the 
first  five  grades. 

FIRST  SCHOOL  YEAR.  By  Anna  B.  Thomas,  Primary  Training  Teacher- 
Gives  for  September:  Nature  Study — Fruits,  Flowers,  Leaves.  Liter- 
ature and  History — Stones,  Palms.  Number  Work.  The  Arts — Draw- 
ing,Writing,  Construction  Work,  etc.  Each  month,  September  to  June, 
on  the  same  general  plan.  176  pages. 

SECOND  SCHOOL  YEAR.  By  Henrietta  M.  Lilley,  Training  Teacher  of 
Second  Grade.  On  the  same  plan  as  the  first  year.  224  pages. 

THIRD  SCHOOL  YEAR.  By  Ellen  Reiff,  formerly  Training  Teacher  of  Third 
Grade.  On  same  general  plan  as  for  first  and  second  year,  but  includes, 
in  addition  to  topics  treated  in  former  books,  Geography.  235  pages. 

FOURTH  SCHOOL  YEAR.  By  Anna  Buckbee,  Teacher  of  Methods.  The 
Fourth  School  Year,  like  its  predecessors  in  the  series,  is  in  no  sense  or 
degree  a  compilation.  It  provides  an  extensive  work  in  Nature  Study, 
correlated  with  Geography,  History,  Literature,  Arithmetic,  Language, 
Spelling  and  the  Arts.  It  also  contains  a  valuable  list  of  reference  works. 
Illustrated  with  numerous  full-page  Half-tones,  Maps,  the  Calendars  of 
the  Months  which  can  be  used  for  blackboard  designs,  and  numerous 
smaller  engravings  from  original  drawings.  241  pages. 

FIFTH  SCHOOL  YEAR.  By  Herman  T.  Lukens,  Ph.  D.  On  same  general 
plan  as  the  fourth  year.  This  book  aims  to  set  forth,  as  vividly  as  words 
and  pictures  can,  the  daily  work  of  actual  fifth  grade  classes  in  the  Model 
School  of  the  above-mentioned  Normal.  Its  contents  embrace  Nature 
Study,  Geography.  History,  Literature,  Number,  Language  and  Grammar, 
Spelling,  Music  and  the  Arts.  The  book  contains  nearly  forty  illustrations, 
and  an  " American  History  Chart,  '  designed  to  illustrate  and  chronicle 
the  chief  events  of  American  history,  from  previous  to  its  discovery  to 
the  present  time,  by  periods  of  ten  years.  213  pages. 

The  books  are  all  bound  in  cloth.  Price,  each  60  cents.  The  set  of  five 
sent  postpaid  for  $2.50. 

A.  FLANAGAN  CO.,  Chicago,  111. 


UNIVEESITY  OF  CALIFOENIA  LIBEAEY, 
BEEKELEY 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 

Books  not  returned  on  time  are  subject  to  a  fine  of 
50c  per  volume  after  the  third  day  overdue,  increasing 
to  $1.00  per  volume  after  the  sixth  day.  Books  not  in 
demand  may  be  Renewed  if  application  is  made  before 
expiration  of  loan  period. 


10m-12,'23 


YB  04919 


